Fall 2014 Issue
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
Charter College of Education
Year of Achievement
2013-2014
Community Engaged Collaboration in and through
Teaching, Learning, Research, and Service
“Only the educated are free.” Epictetus, ca A.D. 100
5151 State University Drive Los Angeles, CA 90032-8140 Tel: (323) 343-4300 Fax: (323) 343-4318 www.calstatela.edu/ccoe
Charter College of Education 2013-2014
Table of Contents
About Us
3
Office of the Dean
4
Office of the Associate Dean
5
Office for Student Services and Credential Advisement Center
7
Division of Applied and Advanced Studies in Education
9
Division of Curriculum and Instruction
11
Division of Special Education and Counseling
14
CalStateTEACH
17
Centers and Institutes
18
Ed.D. in Educational Leadership
23
Ph.D. in Special Education
24
CCOE Events and Highlights
26
Development and Fundraising
28
CCOE Alumni Highlights and Student Accomplishments
30
Staff Highlights
32
Faculty Highlights, Publications, Presentations, and Community Engagements
33
Contract and Grant Awards
40
CCOE's First, Best, and Only Programs
42
CCOE Family
43
California State University, Los Angeles
Charter College of Education
5151 State University Drive
Los Angeles, CA 90032-8140
King Hall D2069
(323) 343-4300
Dean’s Office (pictured left to right): Rosa Cessna, Reso urce
Manager; Esther Couttolenc, Assistant to the Dean; Dr. Eunsook
Hyun, Dea n; Amy Huang, Administra tive Support
Coordinator; Flora Wong, Administrative Support Assistant
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Year of Achievement
Dean: Dr. Eunsook Hyun
Associate Dean: Dr. Diane L. Fazzi
Office for Student Services Director: Agustín Cervantes
Division of Applied and Advanced Studies in Education Chair:
Dr. Anne Hafner
Division of Curriculum and Instruction Chair: Dr. Frederick Uy
Division of Special Education and Counseling Chair: Dr. Andrea
Zetlin
Charter College of Education 2013-2014
Charter College of Education
ABOUT US
The Charter College of Education (CCOE) at California State University, Los Angeles
is committed to lead educators in transforming public schools and related
community service agencies. The CCOE offers a coordinated inter-transdisciplinary
approach to the education of children and youth. Collaborating within the CCOE and
with public schools and various educational agencies in the greater Los Angeles area
and beyond, the faculty prepares professionals to become learner advocates who
show competence in subject matter, professional knowledge, and disciplinary
skillsets. More importantly, the CCOE’s faculty are dedicated to improving the
educational environment of all children, youth, and their families.
The CCOE has kept the following goals in the forefront in every activity it pursues:

Create collaborative programs that interact successfully with schools and the
communities we serve

Prepare teachers who are well-grounded in subject matter and learner-based
pedagogy

Prepare and support professionals who value inquiry in their own learning and
teaching and are learner advocates who encourage diversity

Measure the effectiveness of teaching practices in the real world and in
classrooms

Use technology as a means of transforming schools and the learning community

Conduct research that leads to transformative changes in teaching practices

Close the achievement gap for low-income and culturally and linguistically
diverse children
Year of Achievement
3
Charter College of Education 2013-2014
Office of the Dean
“The college is now much more poised to cultivate Community Engaged
Collaboration in and through Teaching, Learning, Research, and Service in the
community, for the community, and with the community.”
F
ounded in 1947, California State University,
Los Angeles (CSULA) is a national leader
among urban universities. Since its existence, Cal
State L.A. remains focused on one of its key
components by preparing highly knowledgeable
and committed professionals in various fields of
education and counseling for southern California
and beyond.
In 1995, the Charter College of Education
(CCOE) was granted its special charter status and
is the first and only public college of education in
the nation to have the “charter” identity. This
special designation was bestowed by the
California State University (CSU) System and
enables the college to think and exercise big and
bold ideas in terms of being innovative, creative,
flexible, and critically engaged in urban public
education for its much needed transformation to
provide inclusive and high-quality education for
all. Nationally recognized as a premier urban
school of education, the CCOE offers
undergraduate, graduate, doctorate (Ed.D. and
Ph.D.), and credential programs in 57 areas of
emphasis. The college features small class sizes,
high-quality innovative instruction and pedagogy,
and research-based practices – all of which are
grounded in urban schools, classrooms, and other
community settings where our graduates and
community educational partners work.
Under Cal State L.A.’s president, Dr. William
Covino, and his vision for the university centered
around the theme of “Engagement, Service and the
Public Good,” the college is now more poised to
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Year of Achievement
cultivate Community
Engaged Collaboration in
and through Teaching,
Learning, Research, and
Service in the community,
for the community, and with
the community. Through
various forms of community
engaged collaborations, the
Dr. Eunsook Hyun, Dean
CCOE serves as a national
model as it transforms
urban education and demonstrates ways to close
the educational achievement gap in a systematic
and sustainable manner, thus making a positive
and humanistic impact within the community.
The CCOE’s priority is to ensure our students
are the strongest candidates in their professional
fields and most productive and socially responsive
community members. This commitment to
excellence in our field helps shape the CCOE and
its faculty, staff, students, and alumni.
The 2013-2014 academic year was exceedingly
active, productive, and transformative, thus
making it a meaningful and rewarding year for all
students, faculty, staff, alumni, and community
partners. The CCOE’s 2013-2014 Year of
Achievement report reflects such collective
accomplishments.
I do hope that you will find this report both
informative and inspiring, and sincerely hope you
will take great pride in
championing us and our
collective work!
Charter College of Education 2013-2014
Office of the Associate Dean
U
nder the leadership of Associate Dean Dr. Diane L.
Fazzi, the Associate Dean’s office team focuses on
facilitating the ongoing improvement of academic
programs by supporting faculty, program coordinators,
and division chairs in curricular development and unit
assessment and accreditation activities. Graduate
students and faculty/academic advisors in the CCOE
also receive assistance from the office through the
graduation admissions process, master’s and doctoral
degree program planning, and the graduation process.
CURRICULAR RE-DESIGN
As part of the campus-wide effort to convert from a
Associate Dean’s Office Team (left to right): Jacob Garrison, Assessment
Coordinator/Data Analyst; Leslie Yamagishi, Administrative Support Coordinator;
quarter to a semester (Q2S) calendar by Fall 2016, the
Dr. Diane L. Fazzi, Asso cia te Dea n; Anne Jeanette DeGuzman,
CCOE engaged in a year-long process of re-envisioning
Administrative Analyst/Specialist and Assistant to the Associate Dean
the curriculum for undergraduate, credential, certificate,
master’s degree, and doctoral programs. With shared vision from the Dean, Dr. Eunsook Hyun, faculty
engaged in a deeper examination of opportunities for field-integrated and transdisciplinary learning. The
CCOE’s College Curriculum Conversion Coordinator, Dr. Ann Snow, facilitated invaluable college-wide
discussions, consultations, curriculum trainings, and curricular support throughout the year. The effort
resulted in the proposal of six new general education courses, modification of two undergraduate degree
programs, discontinuance of one master’s of science program option, proposal of two new certificate
programs, modification of two doctoral programs, and modification of numerous certificate, credential,
and master’s degree program options. With initial work completed at the division-level, curriculum
proposals continue through the college and university approval process. During the year, Anne Jeanette
DeGuzman, Administrative Analyst/Specialist and Assistant to the Associate Dean, worked with staff
across the university to coordinate the processing of a tremendous volume of curriculum proposals and
university consultations with the utmost professionalism and grace. Faculty will continue to work on
implementation plans for field-integrated and transdisciplinary offerings in the two years preceding the
semester conversion.
UNITS ASSESSMENT ACTIVITIES
While the curricular development process for the quarter to semester transition (Q2S) consumed much
of the focus of the college and the Office of the Associate Dean, a variety of meaningful assessment
activities continued. With the hiring of a new Assessment Coordinator/Data Analyst, Jacob Garrison, the
college was able to do a more thorough and efficient job in analyzing, synthesizing, and vetting data from
the annual Current Student Survey, the Graduate Exit Survey, and other data sources across the college.
In addition, working with the Center for Teacher Quality, response rates for Cal State L.A.’s first-year
teachers (multiple subject, single subject and education specialist) and their employers/supervisors
increased dramatically.
Year of Achievement
5
Charter College of Education 2013-2014
TRUE TO CORE VALUES
In an effort to support students in meeting their fullest potentials, the Charter College of Education’s
faculty, staff, and community members believe in a continuous examination of all programs and courses
through collaborative effort and data-driven decision making. The CCOE’s courses are guided by the
following four core values:
1. Educational Equity: Creating an inclusive learning environment
2. Reflective Practice: Self-assessment strategies to foster professional growth
3. Professionalism: Mastery of the body of knowledge for one’s discipline
4. Collaboration: Creating partnerships among CCOE’s faculty, staff, students, schools,
families, and community organizations
This year, the college’s current students assessed the CCOE’s core values. Out of these current CCOE
students, 85% of them agree that their coursework represents the college’s core values.
CCOE STUDENT HEADCOUNT:
During the 2013-2014 academic year,
the Charter College of Education
had a 3.4% increase in student headcount from the previous 2012-2013
academic year.
ACCREDITATION ACCOMPLISHMENTS DURING THE 2013-14 ACADEMIC YEAR

The Applied Behavior Analysis (ABA) Program Option of the M.S. in Counseling completed a
successful full re-accreditation with Applied Behavior Analysis International (ABAI) in Spring 2014.
 The Council for Accreditation of Counseling and Educationally Related Programs (CACREP)
recommended an additional two years of accreditation for the school counseling programs.
 The California Commission on Teacher Credentialing (CCTC) approved the following credential
program documents as prepared by the CCOE faculty to meet new or revised state standards:
 Bilingual Authorization Program
 Reading Specialist and Certificate Programs.
GRADUATE STUDENT ADMISSION, PROGRAM PLANNING AND GRADUATION
An important ongoing goal in the Associate Dean’s Office is to provide excellent customer service to
both graduate students and their faculty/academic advisors. Leslie Yamagishi, Administrative Support
Coordinator, assumes a key role in improving office operations. She works with faculty and staff within
the college and across campus to coordinate CCOE graduate admission processing using a new online
Graduate Admissions Page and OnBase for viewing transcripts. GET templates are now activated for a
majority of master’s degree options to make program planning, advising, and graduation processing more
streamlined and accessible. The entire office team works to ensure students receive the information they
need to progress through their graduate programs in a timely manner.
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Year of Achievement
Charter College of Education 2013-2014
Office for Student Services and
Credential Advisement Center
T
he Office for Student Services is responsible for providing
outreach, recruitment, credential/certificate admission screening,
determining eligibility for directed teaching, and submitting
credential recommendations to the California Commission on
Teacher Credentialing (CCTC). It also maintains an advisement
center staffed with three Student Services Professionals (SSP’s) who
provide credential and graduate program advisement.
MESSAGE FROM THE NEW OSS DIRECTOR
As I began a new and exciting chapter in my
life as the CCOE’s Director of the Office for
Student Services this month, I could not be more
thrilled. I am looking forward to meeting
everyone, becoming a contributor to our
collective agenda, and, above all, serving our
current students and future educators by
providing them positive student experiences.
Office for Student Services Team (left to right):
Jennifer Revilla, Gra dua te Program Adviso r; Edith
Torres, Credentia l Ana lyst; Kathie Gonzales,
Admissions Assistant; Agustín Cervantes, Director;
Abril Trasvina, Credentia l Advisor; Joanna GreyPerez, Admissio ns Co o rdina to r; Lauren Haramoto,
Directed Teaching Coordinator; Nicole Cravello,
Credential Advisor; Sandy Sugiura, Office Manager
Agustín Cervantes,
Director of the Office for
Student Services
It is our collective goal to help students find their voices, develop their aptitudes, best
utilize our educational institution, and successively pass all of what they gain at the
CCOE forward to their future students through their careers as educators. Demography is
destiny—to the extent that we can anticipate and meet the demands of our current students who come with the
proper cultural competencies and talents to address classroom inequality as we prepare them to help mend the
broken academic pipeline. It is no longer altruistic that we change the educational landscape, but it is definitely
for self-preservation. This is precisely why I feel all of us are obligated to continue doing our part. As Director
of the Office for Student Services, I see our primary goals as supporting the enrollment growth of the CCOE,
while providing the highest quality of service to our students. These two goals are intertwined and will require
us to think in bold and innovative ways. I plan to work in a collaborative manner and listen to ideas all
individuals propose as we enhance the teaching and learning taking place at the CCOE.
Over the last nine years, I had the privilege to work in higher education in different capacities. From
serving as the Director of Field and Enrollment Administration for The National Hispanic University, to
working directly for the Vice Provost for Student Affairs at Stanford University, and even as a Judicial
Administration Fellow with the Los Angeles Superior Court where I was responsible for the court’s education
initiatives, I learned high quality service and a consultative approach will build trust and rapport with our
students and promote their achievements within any educational institution. I am eager to bring these
experiences and my work ethic to the CCOE team. I look forward to learning from everyone and working
together towards implementing the best practices that drive a student-centered learning experience. Being an
engaged student will not only provide an amazing sense of empowerment, but be extremely enjoyable and
exciting. We will measure our success by how well we continue to revitalize the CCOE culture by fostering a
passionate pursuit towards innovation and creativity in learning within our faculty, staff, and students.
Year of Achievement
7
Charter College of Education 2013-2014
ACCOMPLISHMENTS AND ACTIVITIES
During the academic year, more than 700 students were admitted to the CCOE’s credential and certificate
programs. Over 130 students completing their final teaching credential practicum were placed in 22 school
districts/agencies surrounding Cal State L.A. An additional 40 students completed their final practicum in their
own classrooms. Over 600 credential recommendations, including those not housed in the college, such as
Adapted Physical Education and Speech Language Pathology, were submitted to the CCTC.
At least once a month, credential advisors, Abril Trasvina and Nicole Cravello, held Group Information
Sessions to provide detailed credential program information for interested and new students. In addition, they
held customized recruitment meetings for Cal State L.A.’s undergraduates in the colleges of Natural and Social
Science and Health and Human Services. The SSP’s also participated in the Fall New Student Orientation, where
Cal State L.A. invited the campus community to promote various programs and services available to new
freshman and transfer students, as well as parents, via bag items and popcorn advertisements.
SPECIAL EVENTS


CCOE Job Fair – March 25, 2014 – The CCOE Job Fair gave students a
networking opportunity to meet with representatives and Human
Resources staff members from local school districts who were
recruiting teachers, counselors, and administrators. The event began
with short portfolio presentations from selected graduating students to
present their accomplishments in a variety of ways, which included inperson presentations, powerpoint presentations, poster presentations,
etc. This job fair enabled the college to showcase and celebrate the
learning achievements of CCOE students as they learn about current
job prospects and plan their future professional careers.
Day of the Educators – May 8, 2014 – The CCOE and CalStateTEACH’s Los
Angeles Regional Center hosted a very special recognition for students
who completed their Administrative Services, Multiple Subject,
Reading/Language Arts, Pupil Personnel Services, Single Subject, and
Special Education credential programs during Spring Quarter 2013
through Winter Quarter 2014 and those recommended for the 2013
Friends of the CCOE Scholarships.
CCOE Job Fair – Collaboration with
Human Resource Directors/Representatives
from local school districts
Twenty Golden Apple Awards were presented to students at the
event, who were nominated by faculty members and supervisors, for
displaying high degrees of diligence and skill in preparing for their
careers as educators. In addition, seven schools and six fieldwork site
supervisors were recognized for their outstanding work with
credential candidates. Lastly, an Outstanding Parent Advocate Award
was presented for the first time this year to Susan and Ned Fenton, who
were honored for their outstanding contributions as parent advocates.
2014 Day of the Educators event
2013-2014 Golden Apple Award Recipients
8
Aide Gallardo
Chelsea Sioxson
Geminesse Martinez
Karla Contreras
Lydia Wong
Arturo Velasquez
Crystal Dukes
Jazmine Robles
Kristin Lockridge
Oscar Jimenez
Bryan Ines
Cynthia Covarrubio
Jewel Desosa
Latisha Hill
Sara Coole-Panza
Carrie Meeker
Frank Vargas
Joaquin Martinez
Liliana Rosas-Rios
Vanessa Arevalo de Fuente
Year of Achievement
Charter College of Education 2013-2014
Division of Applied and Advanced
Studies in Education
A
pplied & Advanced Studies in Education (AASE)
is a multi-disciplinary division made up of an
undergraduate program in Urban Learning, an Ed.D.
program in Educational Leadership, two credential
programs, and five master’s degree programs. The two
credential programs include: 1) Educational
Administration Preliminary Administrative Services
(Tier 1) with a master’s degree in Educational
Administration and 2) Clear Administrative Services
(Tier 2). AASE also offers three certificate programs:
Computer Applications in Schools, English as a Second
or Foreign Language (ESL/EFL), and Graduate
Certificate Program in Teachers of English Learners.
Ed.D. Research Symposium” at Cal State L.A.’s
Golden Eagle Ballrooms. A total of 140 students
and faculty from seven CSU’s attended the all-day
event. 14 Ed.D. students and graduates who
presented their research at the conference.
Ed.D. Research Symposium Presenters
The division promotes the knowledge, skills, and
dispositions of diverse learners in urban schools,
communities, universities, corporations, businesses,
and government agencies. AASE students will develop
beliefs, curriculum, and instructional strategies that
hold high expectations of all urban learners to attain
high academic achievements while building on their
diverse languages, cultures, and experiences.
SPECIAL EVENTS

Four students (Carolina Sandoval, Lindsey
Salamanca, Mahantesh Hiremath, and Xuan Qin)
from the M.A. program in Education, Option in
Education Technology Leadership, along with
AASE division professor Dr. Manisha Javeri, won
an award for their presentations at the regional
technology conference “North American
Association for Environmental Education.”

In 2013, graduate students in the TESOL program
gave a total of 11 presentations at regional
California TESOL conferences and the
international TESOL conference in Portland
(Note: more detailed information is listed on page 31).

On May 31, 2014, the Ed.D. program, coordinated
by Drs. Lois Andre-Bechely and Allison Mattheis,
held the first “Regional Southern California CSU

Dickson Perey
Maha Karout
Dolores Gallegos
Manuel Alvarez
Elizabeth Martinez
Molly Rearick
Eun Sun Tark
Preciosa Cordero
Keith Hatcher
Rosa Johnson
Kelly Kotowski
Rudy Washington
KiMi Wilson
Smbat Avetyan
On June 4, 2014, AASE hosted a CCOE Bro w n Bag
Seminar entitled, “Queer as Noun/Queer as Verb,”
where approximately 20 faculty, staff, and students
attended. Dr. Allison Mattheis, AASE division
professor, gave a presentation on Queer Theory
and other LGBTAI related research.
CCOE Brown Bag Seminar Presentation by Dr. Allison Mattheis
Year of Achievement
9
Charter College of Education 2013-2014
URBAN LEARNING
The Urban Learning (ULRN) program,
coordinated by Dr. Margaret Clark, prepares
elementary and special education teachers for highneed and highly diverse urban schools. This
integrated teacher preparation program combines
major courses that emphasize an interdisciplinary
approach to understanding urban learning as a social
phenomenon with courses in teacher preparation.
Students in the program complete a developmentally
sequenced program in cohorts—small learning
communities combining candidates for each
credential. These students may select an option in
elementary education, which prepares them to teach
in elementary school settings, or an option in special
education, which prepares them to teach in a variety
of special education settings. ULRN takes great pride
in its collaborative group of faculty from the CCOE.
Urban schools demand well-prepared and
culturally sensitive teachers. Students in the Urban
Learning program learn to confront the stereotypes
10
Year of Achievement
surrounding urban schools and act on the challenges
of the urban environment in order to become agents
of change. ULRN students strive to build on the
strengths and advantages of the urban community.
As the job market begins to improve, students are
entering teacher preparation programs again. The
Urban Learning program is expected to have a 50%
growth in projected student enrollment (based on
program applications) for Fall 2014, with two cohorts
of 30+, returning the program to Fall 2011 levels.
ULRN is currently developing collaborative
relationships with Los Angeles Southwest College,
Pasadena City College, and East Los Angeles
College. These partnerships
include a coordinated program
of study and activities designed
to support CBEST and CSET
preparation, while leading a
bachelor’s degree in Urban
Learning and teaching
credential.
Charter College of Education 2013-2014
Division of Curriculum and Instruction
T
he Division of Curriculum and Instruction (C&I)
is composed of elementary and secondary
teacher education programs, Los Angeles Teacher
Residency (LAUTR) Program for Single Subject
Mathematics and Science, and master’s degree
programs. Faculty members are committed to
improving urban schools by educating students to
become highly qualified and well-prepared teachers.
During the 2013-2014 academic year, the C&I
faculty worked diligently to review existing programs
in an effort to plan for the quarter-to-semester (Q2S)
conversion. Both the Multiple Subject and Single
Subject programs will emanate from a transformative
approach to education, while the master’s degree
programs will have a more collaborative approach in
its core. All programs will deliver curriculum related
to urban school settings, including diverse students
and families within varied communities.
Aside from writing documents for the Q2S
conversion, faculty members maintained their
scholarship through their book and journal article
publications, conference and meeting presentations,
memberships in various academic organizations, and
grant writings. As a matter of fact, C&I houses many
grants: the LAUTR Program, the Student Mental
Health Initiative, the Bechtel Phase II: Model
Community College Transfer Program for Future
Mathematics and Science Teachers, and the Satellites
and Education. Additionally, C&I’s faculty continued
their dedicated and inspiring teaching to pre-service
and in-service teachers.
GRANTS AND COLLABORATIVE EFFORTS
WITH UNIVERSITY PARTNERS
Teacher Preparation with a Linked Learning is a
project awarded to CCOE through San Diego State
University. This project, headed by Dr. Jennifer
McCormick, seeks to identify processes, strategies,
and curriculum that will incorporate Linked Learning
with increasing depth and breadth. It also aims to use
a variety of strategies to prepare pre-service teachers
with the skills necessary to teach effectively with
equity, including how to implement teaching practices
that address institutional inequities in education.
Under the directorship of Dr. A.Dee Williams,
LAUTR serves to strengthen teacher preparation and
student success. This program began its fifth and final
year as a grant funded by the U.S. Department of
Education. LAUTR is an intensive program that leads
to earning a teaching credential and master’s degree at
Cal State L.A. Designed to equip future Mathematics
and Science teachers to close the achievement gap in
high-need urban schools, this 14-month graduatelevel program offers an opportunity for teacher
residents to work alongside outstanding mentor
teachers for an entire school year.
With a social justice framework, LAUTR focuses
on equity, excellence, and community engagement.
The program includes an initial intensive summer
institute, followed by a 10-month residency placement
in an urban school with a mentor teacher and weekly
classes, and a final intensive summer institute, in
which residents complete coursework and a master’s
degree. The program is designed to provide teachers
the knowledge, skills, and dispositions they need to
make an impact in urban schools.
In the past year, the fourth cohort of teachers
completed their credential and master’s degrees and
100% of the LAUTR graduates secured employment
in high-need schools. To date, LAUTR has trained
and placed 67 graduates over the past four years and
91% of them are still working in classrooms.
Los Angeles Urban Teacher Residency Program Students
Year of Achievement
11
Charter College of Education 2013-2014
FACULTY PROFESSIONAL ACTIVITIES

Dr. John Shindler continues to manage Th e
Alliance for the Study of School Climate, which provides
climate inventories and services to districts and
schools all over the country.

Dr. Kimberly Persiani was promoted to Full
Professorship last year. She also was the Associate
Chair for the division and continued to hold TPA
workshops that enabled credential students to be
successful.

Dr. Margaret Moustafa continued to be part of
the C&I Assessment Task Force. She was invited to
write an article in the Fall edition of The Califo rnia
Reader. This fall, she was invited to be a speaker in the
Professional Development Institute of the
California Reading Association's Annual
State Conference in Sacramento.

Dr. Olaiya Aina continues to serve as the
coordinator for the master’s degree program in
Early Childhood Education. During Summer 2013,
he served as the Director of the Institute of
Education at KWASU, Malete, Ilorin in Nigeria.
Listed below are examples of projects that were initiated by
individual faculty members in 2013-2014




12
Dr. Ambika Raj continued to serve as the
Coordinator for the M.A. program in Creative
Literacies and Literature and as a faculty member
of the Ed.D. Program. She was an active member
of Instructional Policy Committee for the Division
of Curriculum and Instruction.
Dr. Frederick Uy continued to serve as the
Coordinator for the M.A. program in Mathematics
Education. He served as the coordinator for the
Bechtel conference, Develop ing Tw enty-First
Century Teachers of Mathematics, Science, & STEM:
The Role of Common Core State Standards for
Mathematics and the Next Generation Science
Standards, which was hosted on March 2014 and the
EnCorps Bootcamp Teacher Training last June
2014. Dr. Uy was a member of the Advisory
Committee for the Asian and Asian American
Studies Program and of the Academic Senate.
Dr. Gay Yuen was the Chair for the Division of

Curriculum and Instruction. Through her guidance
and leadership, she made sure that courses and
programs were prepared, rewritten and punctually
completed for the Q2S conversion. Dr. Yuen was
also the Director of the Pacific Rim Institute and
was a member of the Advisory Committee for the

Asian and Asian American Studies Program. Dr.
Yuen also served as the Chair of the Board of
Directors for the Chinese American Museum.
Dr. Jennifer McCormick served as the chair for
the Master’s Programs Q2S Committee. She also
served as the primary contact for Cal State L.A.’s
Linked Learning Initiative.

Dr. Joan Fingon served as the chair for the
Master’s Programs Q2S Committee and continued
as a faculty member of the Ed.D. Program. She also
presented at the National Council for Teachers of
English in 2013 and the American Educational
Research Association in 2014.

Dr. John Eichinger completed a book manuscript:
Explorations in Teaching and attended Learning and
the Brain Conference at San Francisco in February
2014. He also published an article online titled
“Stealth Teaching.”
Year of Achievement

Dr. Rebecca Joseph has written more than nine
blogs for The Huffi ngto n Po st and six blogs for
WACAC Conversations and given more than fifty
presentations to community groups about college
access. Finally, she volunteers regularly for the
Upward Bound program.
Dr. Sabrina Mims-Cox continued to serve as the
Coordinator for the M.A. program in Bilingual and
Multicultural Education and the bilingual teacher
preparation program. She was also the Curriculum
Director for the LAUTR program.
The division is fortunate to have FERPs and parttime faculty members. Both Drs. Carolyn Frank
and Robert Land continued to run the institute and
activities of the Los Angeles Writing Project. Dr.
Andrea Maxie continued to serve as an advisor
and instructor for the LAUTR program. Dr. Judith
Washburn ran and continues to run the TPA
program. She also served as the Chair of the C&I
Q2S Conversion Task Force. Michael Haussler
served as a consultant for the TPA and held
quarterly meetings for incoming student-teachers.
He taught secondary methodology courses and
observed student-teachers.
Charter College of Education 2013-2014
SPECIAL EVENTS
 From July 30 to August 1, 2013, the CCOE and C&I
hosted participants for the “XXVII Conference of
Satellites and Education.” Under Dr. Paula
Arvedson’s coordination, the Satellites and
Education Conference brought together
government resources (NASA and NOAA) and
industry resources (many large and small
companies) for the benefit of K-18 teachers and
their students. Presentations and keynote speakers
specifically focused on helping teachers make
learning exciting while using inquiry and helping
students recognize their potential careers in the
space-based industry.


On October 8, 2013, the Common Core
Extravaganza was held in the Montebello Unified
School District. This showcase was the culminating
activity of the Cal State L.A./LACOE/Montebello
Unified School District Partnership Training on
Common Core State Standards in mathematics. It
reflected mathematics activities and lessons from
each participating school involved in the project.
Dr. Frederick Uy served as the P.I. for this grant,
which was funded by the California Department of
Education.
March 10, 2014, Cal State L.A. hosted a “When
Women Succeed, America Succeeds” symposium.
This symposium focused on issues related to
promoting a new economic agenda for women and
was attended by many dignitaries, including:
Democratic Leader, Nancy Pelosi; former U.S.
Department of Labor Secretary, Hilda Solis; State
Senator, Holly Mitchell; and Congresswoman, Judy
Chu. The discussion also included an opening
address by Cal State L.A.’s President, Dr. William
A. Covino. This symposium was organized and
managed by Dr. Gay Yuen.
“When Women Succeed, America Succeeds” Symposium

On March 14, 2014, C&I collaborated with
BECHTEL, the Chancellor’s Office, and CSU East
Bay to host the California State University
(Southern) STEM Conference entitled, “Developing
Twenty-First Century Teachers of Mathematics,
Science, & STEM: The Role of Common Core State
Standards for Mathematics and the Next
Generation Science Standards.” Under the efforts of
Drs. Gay Yuen and Frederick Uy, the conference
registered a total of 236 participants from CSU
campuses, community colleges, K-12 school
districts and county offices of education. This
conference was a project of the Bechtel grant and
Dr. Gay Yuen served as its P.I.
STEM Conference

On June 21, 2014, Cal State L.A., the CCOE, and
LACOE partnered with the Asian Youth Center to
host a Community Wellness Conference for
students, youth, and families. Organized by Drs.
Kimberly Persiani, Gay Yuen and Frederick Uy,
the conference reached out to parents, community
members, teachers, pupil support personnel,
administrators, and other caregivers. The
conference included keynote speaker Honorable
Mike Eng, Trustee of the Los Angeles Community
College District. This conference was an activity of
the LACOE/SMHI grant and Dr. Frederick Uy
served as its P.I.
Community Wellness Conference
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Charter College of Education 2013-2014
Division of Special Education and
Counseling
T
he Division of Special Education and Counseling
partners, implement grant projects on site, and provide
(EDSC) continues its long-standing tradition of
staff development to schools and community agency
providing leadership in the areas of special education
staff. Input from community advisory committees
teacher preparation, counselor preparation, and
connected to EDSC’s various professional programs is
educational reform. The special education program
actively sought to ensure program content and
offers education specialist credentials, certificates, and
offerings address community needs.
added authorizations related to the education of
students with mild/moderate disabilities, moderate/
severe disabilities, physical and health impairments,
and visual impairments. EDSC also offers the Clinical
Rehabilitative Services Credential in Orientation and
FACULTY PROFESSIONAL ACTIVITIES
Listed below are examples of projects that were initiated by
individual faculty members in 2013-2014

completed a 4-year grant, Project GPS (Going
Mobility. 93 candidates completed the preliminary
Places Safely), from the U.S. Department of
credential last year and 137 completed the clear
Education and were awarded a 5-year grant,
credential.
Project GPS2, from the U.S. Department of
The Masters of Arts in Special Education includes
Education. Both projects enhance the independence
options in Autism, Early Childhood Special Education,
of students with visual impairments.
Mild/Moderate Disabilities, Moderate/Severe
Disabilities, Multicultural Multilingual Special

Dr. Cheryl Kamei-Hannan was awarded three
Education, Physical and Health Impairments, Visual
federal grants from the Office of Special Education
Impairments and Blindness: Teacher Preparation and
Programs (OSEP). Two personnel preparation
Visual Impairments and Blindness: Orientation and
grants, the Preparing Future Educators of the Blind
Mobility. Cal State L.A. is one of two California
and Visually Impaired to Use and Teach
universities that offer the VI and PHI programs. In the
Technology and Training Teachers and the
division of EDSC, a total of 80 candidates completed
Orientation and Mobility Specialists of Students
their M.A. degrees during the 2013-14 academic year.
with Visual Impairments for Transition, provide
tuition and stipends for credential candidates in the
EDSC offers the Master of Science in Counseling
with Options in Applied Behavior Analysis (ABA),
program. The third grant, iBraille Challenge Mobile
Marriage, Family and Child Counseling, School
Application, will increase technology and braille
Psychology, and Rehabilitation Counseling. The Pupil
literacy skills through the development and
Personnel Services credential with Advanced
dissemination of a mobile application that
Specializations in School Counseling, School
incorporates evidence-based instructional strategies
Psychology, and Child Welfare and Attendance are
using a mainstream device.
offered as are certificates in Career Education and

Dr. Sherwood Best is working with the Alhambra
Applied Behavior Analysis in Educational Settings. In
Unified School District and CSULA faculty across
addition, a B.S. in Rehabilitation Services is also offered.
campus to establish a transition program, Learning
Faculty conduct research, work with community
14
Dr. Diane L. Fazzi and Brenda Naimy recently
Year of Achievement
Independence for Transition (LIFT), for students
Charter College of Education 2013-2014
aged 18-22 years old with orthopedic and other


disabilities. Students enrolled in the transition
involved in the CEEDAR Center project to reform
program will be assigned work opportunities on the
teacher and administrative preparation programs
Cal State L.A. campus and participate in the Mobility
and improve the coordination and effectiveness of
Center, an adaptive exercise program coordinated by
education delivered to children with and without
Dr. Christine Dy, faculty member in the Kinesiology
disabilities. California was one of five states awarded
Department. Dr. Sam Landsberger’s mechanical
an intensive technical assistance grant from the
engineering students will work to support any
CEEDAR Center, which is housed in the University
physical adaptation needs of program participants.
of Florida, and funded by OSEP for five years. Cal
State L.A.’s application specified four goals that
Drs. Lois Weinberg and Diane Haager continue to
align with CCOE’s vision of transforming its
direct leadership grants funded by OSEP to recruit
curriculum and working together in a
and support a diverse pool of high-quality doctoral
transdisciplinary manner: 1) developing a dual
candidates enrolled in the Cal State L.A./UCLA Joint
teacher credential program, 2) preparing teachers
Doctoral Program in Special Education. Project Plus
and administrators to implement multi-tiered
prepares doctoral students to be leaders in special
systems of support, 3) integrating the common core
education, specifically faculty in institutions of
standards into our teacher preparation curricula, and
higher education. Project LEAD prepares teacher
4) preparing instructional leaders for teachers to
personnel in special education committed to
ensure that students with disabilities achieve college
improving the education of high-need children with
and career readiness.
disabilities in high-poverty, low-performing urban
schools.

Dr. Andrea Zetlin leads a team of CCOE faculty

Hernandez distributed iPads to 23 students in the
Scale-up Evaluation of Reading Intervention for First
Counseling 505 course to pilot CalStateTEACH’s
Grade English Learners is a two-year, three-state
iSupervision program. Many of these students have
(Texas, Colorado, & California) research project
never used iPads before and they reported that its
funded by the U.S. Department of Education and the
annotation program
Institute for Education Sciences. The project aims to:
allows them to have
1) provide an increased understanding of the
more time for critical
effectiveness and feasibility of a supplemental
reflection and
reading intervention for 1st grade English Learner
analysis of their
students, and 2) determine long-term maintenance of
counseling
the effects of intervention. In this project, a Cal State
techniques.
L.A. research team, headed by Dr. Diane Haager
(P.I) will work collaboratively with 14 elementary
For the Counseling iPad Pilot Project, Dr. Emily

Counseling iPad Pilot Project
Dr. Andrea Zetlin’s article entitled, “LAUSD m ust
schools in the Los Angeles Unified School District,
use funding to support foster youth: Guest commentary”
providing teacher training and conducting reading
was published in the L.A. Daily News. This article
assessments. Through this project, graduate students
depicts the need for the Los Angeles Unified School
(special education credential candidates) in EDSC
District (LAUSD) to continuously monitor the
will have an opportunity to serve as graduate
progress of individual foster youth, one of the most
assistants and conduct student assessment and
educationally vulnerable groups in schools, and
classroom observations.
implement practices that address their most pressing
problems.
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Charter College of Education 2013-2014

The California Association for Physical and Health
Impairments (CAPHI) held its biennial conference at
Lindbergh Schweitzer Elementary School in San
Diego. Dr. Sherry Best, the CAPHI President,
encouraged student and alumni participation in
CAPHI for the professional and leadership
opportunities it provides, including: job networking,
building community partnerships, research
dissemination, peer teaching, and engaging in
advocacy experiences. CAPHI functions as an
informal hub through which CSULA alumni and
teachers can mentor current students and support
new teacher graduates throughout California.
The projects highlighted above represent just a sample
of activities that division faculty are involved with.
EDSC faculty are also involved in teaching and
supervising candidates for all the credential and masters
programs and participating in faculty governance
within the university.
Rehabilitation Services
Project Choice-CSULA
The Rehabilitation Services Program (RHBS)
prepares students to work in a variety of occupational
settings, enhancing their professional development,
knowledge, skills, and abilities. In these settings, they
will advance the independence, integration, and full
participation of individuals with rehabilitation needs in
the urban community and workforce. Upon the
program’s completion, students will: 1) develop skills
for accessing community resources that serve
individuals with rehabilitation needs, 2) work
effectively with culturally diverse individuals when
providing human services, 3) provide services to
persons with rehabilitation needs with a holistic
approach, and 4) work in collaboration with
community agencies within an urban setting.
RHBS received a $5,000 internally funded grant –
CSULA Research, Scholarship, and Creative Activity
Grant – to establish the Rehabilitation Studies Institute
(RSI). It aims to improve the quality of life for people
with disabilities and survivors of violence. Its goals are
to address the needs of the community, and create
opportunities
for
Rehabilitation
Counselor
Education
Programs for
faculty and
students.
In collaboration with
community partner Asian
American Drug Abuse Program,
Inc., the Rehabilitation Services
Program was awarded a
Substance Abuse Mental Health
Service Administration grant
totaling $900,000 over a period of
three years. The funds will be
used to support Project ChoiceCSULA: HIV and Substance
Abuse Prevention (Project ChoiceCSULA). This training program is
designed to prepare college
students for outreach immersion
into their surrounding
communities as trained Peer
Health Advocates. Its primary
focus is on Hispanic/Latino young
-adults, with special emphases on veterans and people
with disabilities.
Dr. Frances Siu serves as the proj ect director of
this meaningful project. Project Choice-CSULA’s goals
are to: 1) reduce new HIV infections; 2) reduce HIV
associated alcohol and other drug (AOD) behaviors;
and 3) reduce HIV-related disparities and inequities
among the targeted populations. Its main objective is to
increase knowledge and awareness of AOD/HIV
issues, high risk behaviors, attitudes, and perceptions
among the target population through education.
Rehabilitation Services Students
16
CAPHI Conference at Lindbergh Schweitzer Elementary
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Charter College of Education 2013-2014
CalStateTEACH
C
alStateTEACH is an online multiple subject teacher
preparation program. Highly rated by employers and
graduates and known for its eco-sensitivity and techno-support,
CalStateTEACH has students throughout California, the nation, and
the world. There are four region centers that serve students—
Fresno, Fullerton, Los Angeles, and Monterey Bay. The goal is to
access curriculum anywhere at any time.
All students are required to have computer and online access, as
students utilize a course website to access their curriculum
materials, activity discussion rooms, important resource materials,
and technological support. They also interact with their assigned
CalStateTEACH faculty members: Allen Sussman,
Tenagne Gebreheywot, and Carol Levin
CSU faculty member by e-mail, videoconferencing, and face-to-face
at their school site. They receive on-site support from a site mentor
(through the Intern or Private School Option) or master teacher (through the Student Teaching Option).
CalStateTEACH was named an Apple Distinguished Program for the 2012-2013 academic year for its
innovative design of one-to-one iPad implementation. CalStateTEACH was again named an Apple
Distinguished Program for 2013-15, achieving an additional two-year designation. The Apple Distinguished
Program designation is reserved for programs that meet criteria for innovation, leadership, educational
excellence, and demonstrate a consistent vision of exemplary learning environments.
CalStateTEACH also received the Best Practice Award for the Innovative Use of Technology from the
American Association of Colleges for Teacher Education (AACTE) at the organization’s annual meeting in
Indianapolis on March 1, 2014. The prestigious national award honors the program’s success in bridging
theory and practice of educator preparation through the use of technology.
In September 2014, CalStateTEACH will host its second annual Teacher Excellence Institute. It aims to
provide educators, administrators, school boards, and other stakeholders opportunities to examine continuous
improvement principles that have been successfully implemented
and sustained in various levels of education.
Presentations will showcase innovations using social media and
other technology as a compliment to developed curriculum.
Furthermore, it will demonstrate differentiation in the classroom
for diverse learners and reflect 21st century learners in urban
classrooms.
CalStateTEACH students learn team building through
an icebreaker activity
CalStateTEACH developed partnerships with several schools,
such as Wilshire Park Elementary, an innovative Los Angeles
Unified School District school which utilizes technology in every
classroom. Modeling its school partners, CalStateTEACH is
currently developing a SMART classroom at Cal State L.A.
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Centers and Institutes
CENTRO DE NIÑOS Y PADRES
Started in 1973 by Drs. Annette Tessier and Patricia Simons, two
special education professors from Cal State L.A., Centro de Niños y
Padres is one of the first early-learning centers for young children with
disabilities in the country. Centro de Niños y Padres is housed at Cal
State L.A. and provides early intervention services to infants and young
children – from birth to three years of age who have or are at-risk for
developmental disabilities – and their families. The program serves
families of diverse cultural and socio-economic backgrounds from
East Los Angeles and the surrounding San Gabriel Valley
communities, through developmentally appropriate services offered
within a structured learning environment and/or the child’s home.
Centro de Niños y Padres student expressing his
artistic talents by painting an art canvas
Centro de Niños y Padres maintains a strong commitment to meeting the needs of these young children
within the context of their families and in ways that are culturally relevant. The program serves as an integral
part of the university’s credential and master’s degree training programs in early childhood special
education. Candidates enrolled in the education specialist credential in Early Childhood Special Education
use Centro de Niños y Padres as an important fieldwork facility. During the 2013-14 school year, fifteen
credential candidates completed their preliminary Early Childhood Special Education credentials and
seventeen cleared their credentials.
As an organization, Centro de Niños y Padres is committed to achieving two major goals: the well-being of
young children with disabilities and their families, and the training of future early childhood special educators.
Centro de Niños y Padres works diligently to create a nurturing environment, one that will support children in
all areas of development. The staff commit their energies and resources to establishing an atmosphere where
families may find comfort and hope, where parents may receive support from one another, and gain the
knowledge and confidence that will enable them to advocate for their child and support their child’s ongoing
development. Equally important, Centro de Niños y Padres established a model of training and supervision that
provides the foundation needed by future educators as they begin their journey of serving young children with
special needs and their families.
C. LAMAR MAYER LEARNING CENTER
The C. Lamar Mayer Learning Center operates as an enrichment
program for the surrounding community’s children. The center was
established for the dual purpose of serving as: 1) a fieldwork site for
special education credential candidates and school-based family
counseling trainees, and 2) a tool to connect with and assist the
surrounding urban community. The center operates on Saturdays from
9 to 11:30 a.m., for 10 week sessions that coincide with Cal State L.A.’s
quarter system. The center has two components: 1) educational
enrichment for school-aged children and 2) parenting workshops in
C. Lamar Mayer Learning Center Students
18
Year of Achievement
Charter College of Education 2013-2014
both English and Spanish. During the 2013-14 school year, 70 education specialist candidates completed their
fieldwork practicum in the C. Lamar Mayer Learning Center.
The center offers students, with and without disabilities, a chance to receive individualized attention for
their learning needs from highly qualified credential candidates with available state-of-the-art learning
materials and computer technology. During this academic year, the C. Lamar Mayer Learning Center
provided educational services to over 220 children and youth aged 5-16.
Teaching teams of two to three teachers work collaboratively to plan and instruct small groups of high-risk
and special needs students in an inclusive setting, using thematic instruction and emphasizing literacy
development. Parents who chose to enroll their children are charged a nominal fee per child for registration with
scholarships available for those who are unable to pay. Funds from registration are used to support student
assistants who help children with challenging disabilities in classrooms and purchase instructional materials for
use by credential candidates.
In addition to offering an educational enrichment program for children, the center connects with and assists
parents from the surrounding community. Parents, whose children are enrolled in the center, are given the
option of attending discussion groups led by bilingual trainees from the School-Based Family Counseling
Program. Topics include raising children in troubled times, increasing children’s self-esteem, and
communication in the family. Parents may also sign up for family counseling sessions with a trainee during the
week.
The center is also an important resource for other courses and programs in the CCOE. Candidates enrolled in
education courses complete observation and assessment assignments in the center. Graduate and Ph.D. students
use the center to collect data for their thesis studies. During the 2013-14 school year, M.A. candidates in the
TESOL program successfully piloted an ESL (English as a Second Language) class for parents whose children
were enrolled in the center and M.A. candidates in the Education Media program produced a documentary
about the center.
DIAGNOSTIC RESOURCE CENTER
The Diagnostic Resource Center (DRC),
located in King Hall C1063, provides an online
lending service for psychological and
educational assessment materials to qualified
students for class and internship related
activities. The DRC serves students enrolled in
various undergraduate, master’s degree, and
credential programs in the Division of Special
Diagnostic Resource Center
Education and Counseling (e.g. Special Education,
School Counseling and School Psychology, Education Specialists, Rehabilitation Services, etc).
The DRC is currently staffed by graduate assistant Yen Liu, who states she has learned a great deal about
assessment by working as the DRC librarian. Yen’s duties include ordering tests from publishers, efficiently
managing the materials, and checking out tests and equipment. The DRC carries a wide array of standardized
and non-standardized tests for assessing cognition, academic skills, psychological processing, social-emotional
status, adaptive behavior, and career interests among others. Students check out tests and purchase test
protocols based on the requirements for classes they take in assessment. Also available for students to check out
are handy-cams and flip cameras, which they often need in order to provide their instructors the ability to
Year of Achievement
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Charter College of Education 2013-2014
directly observe their demonstrated assessment skills.
Graduate and credential students who use the DRC to check out materials are grateful for the service because
without it, they would have to purchase expensive materials for short-term use. The DRC gives them the
opportunity to learn how to use materials that require significant practice with preschool, school-age, and adult
volunteers. Once they reach competency, these students use similar tests in school and agency settings where
they typically receive high evaluations for their readiness and skillful application of test knowledge. During the
2013-2014 academic year, the Diagnostic Resource Center provided services for over 100 graduate students.
LOS ANGELES WRITING PROJECT
Overseen by directors Drs. Robert Land and Carolyn Frank, the Los
Angeles Writing Project (LAWP) is part of a network of nearly 200
National Writing Project sites, all dedicated to advancing excellence in
teaching through professional development by using writing as a way
to learn in all disciplines from prekindergarten through college. Since
2000, LAWP invited over 250 experienced teachers from its service
area to participate in a 120-hour intensive summer institute where
they engage in writing, teach each other writing-based strategies, and
learn from nationally recognized experts. These LAWP “Fellows”
Los Angeles Writing Project Workshop
constitute one of the most diverse groups of Writing Project Teachers
in the country, with birthplaces, languages, and cultures from every continent. Moreover, LAWP Fellows
teach one of the most diverse populations in the world. Because of this, LAWP Fellows play a special role in
teaching other teachers locally, through Saturday Seminar Series and nationally, through participation at major
conferences, and through publications and on-line activities. Additionally, LAWP Fellows initiate numerous
local projects such as family writing workshops in their schools, young writers’ camps, and school site
professional development series. Many Fellows go on to serve the community in significant leadership roles in
their schools and districts, in addition to being outstanding teachers.
LAWP is supported by the CCOE and
various grants and contracts. Recently, LAWP
received a $1.3 million grant from the
Department of Education to provide
professional development for teachers in the
Hacienda-La Puente School District to
improve academic writing for English
Learners, in all schools, grades 7-12. A team of
twelve LAWP fellows will take leadership roles
in planning and delivering over 240 hours of
professional development for more than 60
2014 Young Writers’ Camp
teachers over the next four years. Smaller grants and
contracts support such projects as creating a districtwide, common core state standards-based writing assessment for the Alhambra Unified School District and
providing whole school professional development in writing workshop techniques at Harmony Elementary
School and St. James School in Los Angeles. Approximately thirty LAWP fellows and faculty leaders deliver over
15,000 participant hours of professional development and instruction to teachers, parents, and children in the
Cal State L.A. service area each year.
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Year of Achievement
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PROGRAM EVALUATION & RESEARCH COLLABORATIVE (PERC)
Program Evaluation & Research Collaborative (PERC) provides program evaluation
and research services to local, state, federal agencies, and schools. During the 2013-14
year, PERC provided evaluation services to eight grant projects, highlighting each
project’s evaluation results and findings. These included the following:
 Bridges to the Future Program at CSU Los Angeles
 Child Care Access Means Parents in School (CCAMPIS) at CSU Los Angeles
 Improving Minority Partnerships and Access through CISE-related Teaching (IMPACT LA) at CSU Los Angeles
 Increasing STEM Success among At-Risk and Foster youth (iSTEM) Scholars Program at Charles Drew University
 MBRS RISE Program at CSU Dominguez Hills
 MARC U*STAR Program at CSU Dominguez Hills
 Minority Opportunities in Research (MORE) Programs at CSU Los Angeles
 Title V-B Expanding Opportunities for Pre-Health Professionals Program at CSU Los Angeles
During this academic year, PERC published a manuscript on the evaluation work performed with the MORE
Programs at Cal State L.A. The journal article is the following:
Slovacek, S.P., Whittinghill, J., Flenoury, L. & Lee, YL (2014). The impact of graduate-level structured research
programs on degree attainment and doctoral study. Journal of Ed ucation and Hum an Developm ent, 3(1), 27-54.
Recently, Northeastern University of Illinois (NEIU) was awarded grant funding from the National Institutes
of Health (NIH) to run a MARC U*STAR program on their campus. PERC assisted with writing the evaluation
plan section of the grant proposal. PERC also wrote evaluation plans for Cal State L.A.’s Title V-B renewal grant
application, as well as new Title V-A funding from U.S. Department of Education.
PERC staff members include Dr. Simeon Slovacek, Principal Evaluator; Laura Flenoury, Evaluation Associate
and Contract Administrator; and Tammy Lee, Evaluation Associate.
READING AND WRITING CLINIC
The Reading and Writing Clinic enhances the literacy skills of
our next generation—children who will be teachers, leaders,
writers, and parents. East Los Angeles College and neighboring
community schools refer students to the clinic to receive diagnostic
reading/writing, testing, and remediation tutoring. The CCOE’s
candidates of the Reading & Language Arts Specialist Credential,
California Reading Certificate, and Postsecondary Reading
Certificate provide tutoring. This year, the clinic assisted
approximately 200 pre-kindergarten through community collegelevel students in improving reading and writing skills.
Engaged Learning in the Reading Clinic
READING AND WRITING CLINIC PARENT TRAINING
As students attend tutoring sessions, the clinic provides a parent class taught by graduate students from one
of Dr. Darlene Michener’s graduate reading program courses. These classes enhance parents’ literacy skills to
prepare them to go to college and so they can advocate for their children in the school system.
CCOE SUMMER READING CAMP
The clinic also offers the Summer Reading Camp, in an effort to help clinic students maintain and enhance the
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Charter College of Education 2013-2014
knowledge they gained during the academic year. When it began seven years ago, the camp had fifteen campers.
This summer, the camp has a record number of 144 campers composed of pre-kindergarten through
community college-level students. Students are intensely tutored during the first ninety minutes and then
participate in recreation and crafts. They spend the last hour applying what they learned by working on a
project, reading a book, or writing and researching. This year for the first time, the camp partnered with CCOE’s
Los Angeles Writing Project (LAWP). CCOE’s Graduate Reading Program Reading & Language Arts Specialist
Credential candidates (supervised by Dr. Darlene Michener) teach small groups of students reading and writing
skills, but activities include arts, crafts, and outside games.
Dr. Sue Kawell is the Acting Director of the clinic and has directed the Summer Reading Camp for the last
seven years. Dr. Kawell shared this story about last year’s summer camp:
“The biggest thrill from last year’s camp happened with an autistic student. He did not mix with others very well.
During break time one day during the camp, I encouraged him to go play basketball with other students in his group.
Normally he stayed behind and sat by himself. He initially explained that he would go, but that he wouldn’t play.
Ultimately, he played and was thrilled. He played every day for three weeks and even bought a special shirt for this activity.
His mother was in tears…and she didn’t know it, but I was too.”
SCHOOL BASED FAMILY COUNSELING CLINIC
The School-Based Family Clinic, coordinated by Dr. Michael Carter, offers individual and family counseling
services for Cal State L.A.’s diverse community. The clinic emphasizes respect for clients’ values and culture,
with a focus on empowering them to address and resolve areas of difficulty while recognizing their positive
assets. Of particular interest is assisting couples, families, and children to work together to be more successful in
school, work, and their relationships. Counseling services are available in English and Spanish, Mondays
through Thursdays as weekly sessions with specific emphasis on improving the child’s academic, behavioral,
and social functioning while addressing individual and family difficulties through counseling and mutual
problem solving. Clinicians are advanced graduate students who are enrolled in the School-Based Family
Counseling (SBFC) Program at Cal State L.A. and directly supervised by CCOE’s licensed counseling faculty.
These students are earning their Masters of Science degree in Marriage and Family Therapy (MFT) and their
Pupil Personnel Services (PPS) credential in School Counseling with advanced authorization in Child Welfare
and Attendance.
The clinic’s capacity to provide “cutting edge” training services to EDSC’s undergraduates and graduates
cannot be overstated. The clinic’s videotaping and direct observation capabilities are unique to many graduate
training programs in California. This opportunity is instrumental in the growing reputation of the SBFC
Program as a preeminent program in the training of school-focused family therapy skills in California. The clinic
was highlighted in national and international publications
regarding the SBFC graduate program (e.g. The International
Journal for School-Based Family Counseling). This resulted in an
average of over 100 applications to the SBFC Program each year
and a very high graduation rate (over 95%) and employment by
graduates. The clinic enables students to accelerate in learning
critical counseling skills and Special Education in “real-life”
situations that directly transfer to high effectiveness in current
and future employment settings. This effectiveness has been a
critical contribution to the improvement of public schools and
Dr. Michael Carter coordinating a mock counseling session
agencies surrounding Cal State L.A.
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Ed.D. in Educational Leadership
T
he Ed.D. Program in Educational Leadership celebrated its fifth year in 2013-2014. Enrolling its inaugural
cohort in Fall 2009 during the height of the national economic crises, the Ed.D. Program continued to fulfill
its mission to deliver high quality doctoral education to its students in spite of tough times.
GRADUATION RATES
The graduation rate of the first cohort is currently at 75% with two more students from Cohort 1 on schedule
to complete the doctoral program in Fall 2014 which will bring the graduation rate of the inaugural cohort to
85%, far higher than the national average for completion of doctoral degrees. In 2013-2014, the Ed.D. program
had 40 students enrolled at different stages of doctoral study. Student research topics range from early
childhood teachers’ perceptions of young children’s social-emotional development to African American males
pursuing STEM majors in college to the use of new technologies in language arts instruction.
CARNEGIE PROJECT ON THE EDUCATION DOCTORATE
In the past year, the Ed.D. program joined the Carnegie Project on
the Education Doctorate (CPED), an international consortium of
campuses offering professional doctorates in educational leadership.
The CPED association allows the Ed.D. program to engage with other
doctoral programs on strategies for program improvement and
curricular innovation.
SPECIAL EVENTS
On May 31, 2014, the Ed.D. program hosted the first “Southern
California CSU Ed.D. Research Symposium” at Cal State L.A.’s
Golden Eagle Ballroom. Seven CSU campuses participated and 140
Ed.D. students and faculty attended the all-day event, with research
presentations by fourteen Cal State L.A. Ed.D. students and
graduates.
Southern California Ed.D. Research Symposium
Ed.D. EDUCATIONAL LEADERSHIP– DOCTORATE STUDENT AWARDEES 2013-2014
Student
Title of Dissertation
Eddie Lopez
The Effectiveness of University Programs, Services, and Practices that Impact Retention of
Veteran Students
Kelli Kotowski
The Calling Canvas, Weaving together Words and Images: A Narrative Inquiry Into the
Creative Voice of Students with Authism Participating in Creative Lunchtime Sessions
Manuel Alvarez
A California Mayor's Bid to Improve the City's Schools: A Study of the Reform He
Implemented
Marisa Meyka
Passports into dominant Society: An Examination of GEAR UP Cultural and Social
Capital Experiences on Student Trajectories and College Participation
Zara Agvanian
Held Back: The Impact of Curricular and Pedagogical Factors on the Tested Achievement
in High School Mathematics
Year of Achievement
23
Charter College of Education 2013-2014
Ph.D. in Special Education
P
artnered with the University of California, Los Angeles, the Division of
Special Education and Counseling offers a joint-doctoral program in
special education. Students pursuing this program are carefully prepared to
become leaders in the field of special education, pursuing careers as
university faculty engaging in teacher education and research, or as
researchers or administrators in federal, state, or local education agencies or
research organizations.
ENROLLMENT & STUDENT DEMOGRAPHICS
Special Education & Counseling Faculty
In 2013-2014, there were 20 students in the program with 30% Hispanics,
5% African Americans, 65% Whites, and 10% with a disability. In June 2014, four students graduated from the
program. In fall 2014, four new students have been accepted and will start the program.
GRADUATION RATES
From its inception in 1969 through the 2009-10 school year, 80% of the students accepted into the program
have graduated with a Ph.D. in SPED. Four additional students that entered in 2009-10 will graduate this
coming school year making the percentage of graduates with Ph.D.s 85%.
EMPLOYMENT OF GRADUATES
The Division of Special Education and Counseling works diligently to
ensure the success of its students in the doctoral program and has compiled
employment information on 34 of its graduates. Currently, 74% have or are
retired from full-time or part-time SPED faculty positions in Institutions
of Higher Education (IHEs). Twenty-one graduates are (or have been)
faculty at CSU campuses. The Division of Special Education and Counseling
is proud to report one graduate is a school of education dean, one is an
associate dean, and one is the education chair at CSU campuses. Seven
graduates are administrators in P-12 local education agencies (LEAs) or
nonpublic school (NPS)/agency. Finally, two graduates are special education
directors in LEAs; one is a principal of a NPS; and another is a clinical
director of an autism clinic.
Student Success in Ph.D. Program
Ph.D. SPECIAL EDUCATION– DOCTORATE STUDENT AWARDEES 2013-2014
Student
Clare Larkins
Friendship in Children with Anxiety Disorders: A Longitudinal Examination
Jenny Quan
Reading Achievement for Students with Autism and Students with Learning
Disability: A Comprehensive Examination of the Five Key Areas of Reading
Marilyn VanDyke
Renee Polanco Lucero
24
Title of Dissertation
Year of Achievement
The Therapeutic Process and Outcome during Cognitive Behavioral Therapy for
Children with Anxiety and Autism Spectrum Disorders
Implementing Listening and Spoken Language Intervention for Children with
Hearing Loss in the Public School Setting
Charter College of Education 2013-2014
CONFERENCE PRESENTATIONS GIVEN BY DOCTORAL STUDENTS


Anna Osipova
Haager, D. and Osipova, A. (2014). Acad emic Language Instruction
within the Context of Social Studies: Improving Quality of Teaching through
Coaching and Video Self-Reflection. Presented as a part of a panel on coaching
at the Pacific Coast Conference, San Diego, CA.

Fahad and Faisal Alnemary
Alnemary, F., Gharapetian, L., Wallace, M., Yassine, J., & Alnemary, F.
(2014, May). Application of Pyramidal Training Mod el on the
Implementation of Trial-based Functional Analysis. The 40th Annual
Convention of the Association for Behavior Analysis International.
Chicago, IL.
Alnemary, F., & Alnemary, F. (2014, May). What Intervention Do
Arabic Websites Promote for Autism Spectrum Disorders? The 40th Annual
Convention of the Association for Behavior Analysis International.
Chicago, IL.
Alnemary, F., Gharapetian, L., Wallace, M., & Alnemary, F. (2014,
March). Correct Im plementation of Diff erent Variations of
Experimental Functional Analysis Methodology,·Ethical and Practical
Guidelines. Workshop. California Association for Behavior Analysis. San
Francisco, CA.
Alnemary, F. and Alnemary, F. (2014, January) What d o Arabic
Websites Say About Autism? A Preliminary Analysis. the 8111 Annual
UCSPEDDR Research Conference. Santa Barbara, CA.
Alnemary, F. and Alnemary, F. (2013, December). My Child , Why d oes
he scream, cry and hit? How to deal with challenging behaviors (Workshop
for Parents). Jeddah Autism Center. Jeddah, Saudi Arabia.
Alnemary, F. and Alnemary, F. (2013, December). My Child , Why d oes
he scream, cry and hit? How to deal with challenging behaviors (Workshop
for Parents). The 2nd Symposium for Experiences Exchange in Autism.
Riyadh, Saudi Arabia.
Alnemary, F. and Alnemary, F. (2013, December). What d o Arabic
Websites Say About Autism? A Preliminary Analysis. The 2nd Symposium
for Experiences Exchange in Autism. Riyadh, Saudi Arabia.
Janelle Lawson
Lawson, J. (2014). Mental Health Services for Stud ents with Disabilities
in California: Service Provision After the Repeal of AB 3632. Poster presented
at the University of California Center for Research in Special
Education, Disabilities, and Developmental Risk Annual Conference.
Santa Barbara, CA.

Jolan Smith
Smith, J. (2014, April). Building a strengths-based theory of African
American parental involvement in special education, Poster presentation at
the Council for Exceptional Children (CEC) Annual Convention,
Philadelphia, PA.
Smith, J. (2013, December). Using Ground ed Theory to Re-Define
African American Parental Involvement in Special Education. Concurrent
session at the T ASH National Convention, Chicago, IL.
Smith, J. (2013, July). Using ground ed theory to re-define African
American parental involvement in special education: A preliminary analysis
of low-income mothers. Office of Special Education Programs (OSEP) Project
Director's Meeting, Washington, DC.

Patricia Carroll
Carroll, P.E. (2014, June) Classification m od els and English learner
redesignation: High-performing students left behind? Paper presented at the
UCLA Research and Inquiry Conference hosted by the Graduate
School of Education and Information Studies in Los Angeles, CA.
Carroll, P.E. (2014, April) Multiple cutoff s, Multiple d ecision rules: The
role of measurement error in Title Ill programs. Paper presented at the
Division D Invited Graduate Student Roundtable at the American
Educational Research Association Annual Meeting, Philadelphia, PA.
Carroll, P.E., & Bailey, A.L. (2014, April) Classification m od els and
English learner redesignation: High-performing students left behind? Paper
presented at the National Council on Measurement in Education
Annual Meeting, Philadelphia, PA.
SPECIAL AWARDS AND GRADUATE FELLOWSHIPS 2013-2014
Student
Award Description
Award Type
Anna Osipova
Chancellor's Doctoral Incentive Program Mini-Grant Recipient
Grant
Anna Osipova
Regents Stipend, UCLA
Stipend
Janelle Lawson
California Council for Exceptional Children Student Scholarship
Scholarship
Janelle Lawson
Summer Research Mentorship, UCLA
Fellowship
Jennifer Cmar
Doctoral Fellowship, National Leadership Consortium in Sensory Disabilities,
Salus University, Elkins Park, PA
Fellowship
Kate Reidell
2013-2014 Philip and Aida Siff Educational Foundation Scholarship
Scholarship
Patricia Carroll
UCLA Research & Inquiry Conference Paper Award, Second Place
Award
Robyn Herrera
Chancellor's Doctoral Incentive Program Mini-Grant Recipient
Grant
Robyn Herrera
Doctoral Fellowship, National Leadership Consortium in Sensory Disabilities,
Salus University, Elkins Park, PA
Fellowship
Year of Achievement
25
Charter College of Education 2013-2014
CCOE Events and Highlights
 DISTINGUISHED EDUCATORS AWARD DINNER— NOVEMBER 1, 2013
The CCOE hosted its 24th Annual Distinguished Educators Award Dinner at Cal State L.A. The event recognizes and
celebrates the professional achievements of highly accomplished educational leaders in the community. In addition,
the event provides the CCOE an opportunity to raise money for student scholarships and faculty professional
development. This year, the event honored four individuals: Dr. Angel Barrett, Lead Instructional Director of the
Division of Intensive Support and Intervention at the Los Angeles Unified School District; Dr. Laura Tellez-Gagliano,
Superintendent of the Alhambra Unified School District; Susan Wang, Principal of Broadway Elementary School; and
Dr. Mary Falvey, Professor Emeriti at Cal State L.A. With the support of all attendees, the CCOE raised nearly
$40,000 at the 24th Annual Distinguished Educators Award Dinner.
24th Annual Distinguished Educators Award
Honoring Former Dean, Dr. Mary Falvey, with the
Dinner Honorees
Distinguished Service Award
 CCOE SAW RETREAT — DECEMBER 6, 2013
The SAW chairs, Drs. Michele Wallace and A.Dee Williams, led this
retreat, which embodied the concept of “Community Engaged
Collaboration through Teaching, Learning, Research, and Service.”
SAW retreats are held annually to focus on re-conceptualizing the
CCOE based on a transdisciplinary center model. From this SAW
retreat, faculty and staff indicated each of the connected and
interdependent centers meet a specific need of the community and
work in collaboration with the local community towards its vision of
ever-evolving definition. The following centers were created: the
Center for the Actualization of Transformative Education, the Center
SAW Chairs: Drs. Michele Wallace and A.Dee. Williams
for the Advancement of STE(A)M Education, the Center for
Assessment and Intervention Planning, the Center for Engaging
Language and Literacies, and the Center for the Advancement of 21st Century Schools and Global Education. The SAW
committee intends to build on existing strengths of the CCOE by invigorating the faculty, staff, and students,
centralizing the centers, and providing direct connection between coursework and center projects.

RICK HOHN ART UNVEILING CEREMONY — DECEMBER 12, 2013
Created by renowned artist Rick Hohn, the “Victorious Struggle” art piece was officially installed at the main entrance
of Cal State L.A.’s Martin Luther King Hall. The artwork vividly captures the daily challenges individuals with
physical disabilities encounter. Hohn was born with cerebral palsy himself and has limited use of his limbs, which
requires him to paint with a brush in his mouth. The eight-foot mural depicts seven progressive scenes and illustrates
his friend’s strength in overcoming insurmountable odds and daily struggles as a result of his acute paralysis.
26
Year of Achievement
Charter College of Education 2013-2014
The artwork was a special donation to the CCOE by its own professor of Special
Education and Physical & Health Impairments, Dr. Sherry Best and her husband,
John Best. Dr. Best first met Rick at a professional conference, where he was
representing Dynavox Technologies, a business that provides communication
systems for those who do not have functional speech. The official artwork
installation began with a formal ceremony and President Covino, Provost Ashish
Vaidya, academic deans, administrators, and community partners alike all
attended this historical event.
 CCOE HONORS CONVOCATION — APRIL 25, 2014
Rich Hohn’s “Victorious Struggle” Art
For the first time in several years, the CCOE’s college reception for the 2014
Piece Unveiling Ceremony
Honor’s Convocation was held outdoors to ensure adequate space for honorees,
families/guests, and faculty from all three divisions could be recognized together. Gratefully, the light rain held off just
long enough to recognize each recipient. The following table depicts the types and number of awards given at the 2014
Honor’s Convocation ceremony:
2014 Honors Convocation
\
Scholarships
62
* This calculation is the
Honors At Entrance
4
number of honors awarded
Dean's List
47
(not individual students) as a
Special Recognition in Graduate Studies
144
percentage of the total
Division Honors
74
enrollment.
Total Awards
331
Total Enrollments
1,481
Percentage of Honors Awarded*
22%
 CCOE SPRING LUNCHEON — JUNE 11, 2014
The CCOE hosted its annual spring luncheon, which focused on recognizing the tremendous efforts of the college’s
faculty and staff. Faculty and staff attended the appreciation luncheon, where SAW chairs, Drs. Michele Wallace and
A.Dee Williams, served as masters of ceremony. Dean Hyun provided an honorary speech that emphasized the
CCOE’s outstanding accomplishments over the years and the collaborative participation and dedication of all faculty
and staff in serving students and communities.
 CCOE COMMENCEMENT — JUNE 15, 2014
With the start of the new University President, Dr. William A. Covino, Cal State L.A.
began planning for individual college commencement ceremonies for the very first time.
Under the leadership of Co-Chairs Drs. Andrea Zetlin and Leila Ricci and CCOE Lead
Faculty Marshall, Dr. Lori Kim, the CCOE Commencement Planning Committee
organized a student-centered event that was enjoyed by undergraduate and graduate
students and their families and guests. Each graduate had his or her name read and
walked across the podium to be greeted by Dean Hyun and President Covino. Faculty
hooded master’s degree and doctoral candidates. Douglas Zamora, master’s degree
candidate, was selected
as the student speaker
for the ceremony and
gave an inspirational
speech, encouraging all
graduates to challenge
barriers before them to
reach for their dreams.
Elizabeth Velasco celebrates
earning her M.S. Degree in
Rehabilitation Counseling
2014 CCOE Commencement Graduates
Year of Achievement
27
Charter College of Education 2013-2014
Development and Fundraising
T
o fulfill its mission of producing high-quality education professionals, the CCOE relies on generous financial
support from alumni, friends, faculty, corporations, and foundations. Through this vital assistance, the CCOE is
able to support the innovative teacher preparation, counseling, and educational administration programs being
developed and implemented each day to better serve the school children of Los Angeles and communities across the
country. Many of these committed programs that are in need of philanthropic support include:

C. Lamar Mayer Center

School-Based Family Counseling

Multiple Subject Credential

Single Subject Credential

Principal Residency

Teacher Preparation Residency (LAUTR)

Reading and Writing Center

TESOL

Rehabilitation Services

Urban Learning
Our sincere thanks goes to all donors and volunteers whose general contributions throughout 2013-2014 helped make
these achievements possible. Each gift, from a modest donation to an ample endowment, is essential to maintaining our
high standards and commitment to serve all children, youth, and their families.
FRIENDS OF THE CHARTER COLLEGE OF EDUCATION
The Friends of the Charter College of Education was founded in 1978 to support the CCOE at Cal State L.A. For more
than 35 years, the Friends strove to advance the vision and mission of the college by raising funds to promote student
scholarships and faculty development. The Friends also serves as an advisory group for the CCOE and its membership
is comprised of individuals who truly care about the preparation of educators. Through annual fundraising events,
including the Day of the Educators event in the Spring and the Distinguished Educators Award Dinner event in the
Fall, and individual gifts, the Friends extend their support by sponsoring events that serve to enhance education and
the art of teaching. This past 20132014 academic year, the Friends
provided over $16,000 in scholarship
awards to support twenty-six
credential students.
Membership in the Friends is open
to all who are interested in
supporting the work of the CCOE,
including: university faculty,
administrators, current students,
alumni, and community members.
Members will also receive invitations
to annual events sponsored by the
Friends, as well as other university
sponsored events. Faculty
Professional Development is also
supported by the Friends financial
contributions, which enables faculty
to attend conferences and workshops
to enhance their instruction and
collaboration efforts.
28
Year of Achievement
The concept of CCOE’s Triad Connection serves to illuminate pathways that strengthen student
success and future donor support for the Charter College of Education.
Charter College of Education 2013-2014
CHARTER COLLEGE OF EDUCATION SCHOLARSHIPS
Endowed scholarship funds were created by forward-looking donors who are dedicated to ensuring that the CCOE’s
tradition of developing highly effective instructors, administrators, counselors, and educational technology leaders
continues. Endowed scholarship resources are essential to recruiting the best and brightest to the education
profession, and the college is fortunate that its donors had the foresight and commitment to create funds to support
the college’s most promising students. Currently, the CCOE has 44 different types of endowed scholarships that
generates funds annually to support various scholarship awards for our students:






















Alice Watkins Scholarship Fund
Alpha Psi Chapter, Pi Lambda Theta Fellowship
Art Ryskind Scholarship Fund
Best Family Endowment
Brodwin Family Scholarship
C. Lamar Mayer Special Education Fund
Carol Smallenburg Fellowship
Charlotte & Norman Elder Scholarship Fund
Charter College of Education Endowed Fellowship
Cleo Cook Memorial Scholarship
Daniel Towler Education Foundation Scholarship
Dominic Longo Endowed Fellowship
Edna Young Scholarship
Eduardo Gaytan Scholarship
Fred S. Lull Scholarship
Friends of the Charter College of Education
Georgia-Mae Adams Memorial Scholarship
Glenda L. Vittimberga Memorial Scholarship Fund
Harry Smallenburg Scholarship
Hutto Patterson Scholarship Fund
Joey Lopez Endowed Scholarship Fund
John A. Greenlee Undergraduate Education Major
Scholarship






















Judy Lynn Griggs Memorial Endowed Scholarship
Karen D. Carcel Memorial Award Fund
Kimio Matsui Scholarship Fund
Lena & Dominic Longo Scholarship
Leroy Grant (Tagawa) Scholarship
Lorraine Wyler Memorial Scholarship
Marcella and Mitchell Johnson Scholarship
Margaret A. Thornton Scholarship
Marian E. Wagstaff Scholarship
Mary Ann Alia Scholarship
Mathew Guglielmo Endowed Chair $77,900
Mina Irene Pettijohn Pennick Scholarship
Mort Herz Scholarship
Nina Elloway Putnam Memorial Award
O&M Program Fazzi Family Scholarship
Ron Prescott Scholarship
Stephen Hollopeter Scholarship
Susan Beyer Nichols Fellowship
The Dr. Bertram L. Ashe and Dolly D. Ashe Scholarship
The Numrich Family Scholarship
The Windmueller Family Scholarship
Trixie Ann and Delwyn G. Schubert Fellowship in
Reading
2013-2014 CCOE SCHOLARSHIP AWARDS
This year, 9% of the total enrollment applied for CCOE scholarships. Among them, 86% were awarded with one of
the CCOE’s scholarships. As a result, the college awarded over $91,000 in scholarship awards during the 2013-2014
academic year.
Total # of Applications
Total # of Awards
148
128
(9% of the total enrollment applied
(86% of the total applicants were awarded
for CCOE scholarship programs)
with one of the CCOE scholarships)
Total Award Amount
$91,216.00
(69% out of $133,161.00)
For more information on obtaining a Friends membership, establishing a scholarship fund or making other types of gifts to the
Charter College of Education, contact the CCOE Development Office at (323) 343-4300, or visit us on our webpage at
www.calstatela.edu/ccoe/development.
Year of Achievement
29
Charter College of Education 2013-2014
CCOE Alumni Highlights
T
he CCOE continuously supports, mentors,
acknowledges, and celebrates its alumni’s
professional achievements throughout the academic
year. This year, CCOE’s proud alumni achieved
numerous professional milestones and their
achievements are listed below:



Greg Akai., Educational Technology and
Leadership alumnus, was accepted into the Ph.D.
program in Instructional Technology at the
University of Nebraska.
Lilly Lew, C&I alumnus, was accepted into the
Ph.D. program in Education at the University of
California, Santa Barbara.
Michael Oshiro, Ph.D. program in Special
Education alumnus, received the Charles E. Young



Humanitarian Award at UCLA for his work in
tutoring and mentoring young men through the
Incarcerated Youth Tutorial Project.
Michael Santos, Educational Administration
alumnus, received the “Teacher of the Year” award
from the City of Carson.
Rob Wherley, Education Specialist Credential
Program alumnus, created a reading intervention
program at Hillsides Education Center, a nonpublic school in Pasadena that serves many at-risk
youth in residential settings.
Teresa Wu, Educational Technology and
Leadership alumnus, has been accepted into the
Online Doctor of Education (Ed.D.) for School
Leaders at John Hopkins School of Education.
FEATURED ALUMNI STORIES
Ph.D. Special Education Alumnus, Michelle Dean
Michelle Dean, Ph.D. program in
Special Education alumnus, accepted a
tenure-track Assistant Professor
position in Special Education at
California State University, Channel
Islands.
“During my tenure as a joint doctoral student, there
were a number of experiences that helped prepare me for the
beginning of my academic career. Teaching graduate level
classes and the high quality of mentorship I received at Cal
State L.A. were instrumental in training me for a tenuretrack assistant professor position in special education at
CSUCI. In my first year in the program, I worked as a
graduate assistant teaching classes under the advisement of
Dr. Jennifer Symon. Because of this experience, I was given
the opportunity to become involved in the teacher education
program as an adjunct faculty and as an autism consultant
in the C. Lamar Mayer Learning Center at the Charter
College of Education. Since then, I have successfully taught
classes entitled Educating Students with Autism and
Research Methods in Special Education.
30
Year of Achievement
Throughout the program, the individualized
mentorship from Lois Weinberg and Jennifer Symon was a
great contribution to my professional development and
preparation for a faculty position. Both professors taught
me how to teach teachers, were members of my dissertation
committee, provided me with opportunities to present my
research, and were available to offer feedback and advise me
as I embarked on the journey into this exciting career.
C. Lamar Mayer Learning Center Reflection Letter,
Taylor Stacy
“Welcome to the C. Lamar Mayer Learning Center
and EDSP 407. This is a fantastic program. In fact, it
should be a requirement for every teaching credential
candidate at every graduate educational institution in
California. That is how important this seminar/practicum is
to your professional future…Creatively, you have an
incredible opportunity here to design your own curriculum,
pacing, materials and classroom environment…you are
privileged to be at CCOE and privileged to have this
opportunity to conduct this practicum and you will
definitely be better prepared to go into a daily classroom
when you complete this course.”
Charter College of Education 2013-2014
Student Accomplishments
T
he CCOE is primarily a graduate College of Education that emphasizes student professional engagements in
the academic community through research-based presentations held at local, state, national, and
international level conferences. The following is a list of students who achieved these professional
accomplishments during the 2013-2014 academic year.
Student
Abdulrahman Sindi
Analise Taylor
Barry Pohlmann
Dahma Tepas
Elizabeth Martinez
Eloise Gomez
Heekyoung Lim
Joshua Steward
Karla Contreras
Presentation Title
Through the Eyes of Civil Rights
Activists
Russians say Please, Thank you,
Welcome Olympics
The Intuitive Core: The Common Core
Cyberbullying
Parental and Family Involvement – A
Key Partner to Successful ELL Students
Writing Odes In The Language
Classroom
Nonnative-English Speaking Teacher
Preparation Program in Korea
Bilingual Effects of Cross-Linguistic
Transfer
Suicide Prevention
Marina Rodriguez
From Disneyland to Wonderland:
Analyzing Movie Stereotypes
Suicide Prevention And Non-Suicidal
Self- Injury
Looking Through Me Through You
Megan Bowe
Relia as Basis for Course Curriculum
Katharina Hein
Kathy Mehany
Miguel Vancini
Nathaniel Sapalicio
Olivia Aguilar, Orlando
Centeno, Abdulrahman
Sindi
Orlando Centeno
RAFTing Through History
Fourteen Simple Steps To Creating Your
Own Podcast
From Online to On the Job: Adult ESL
Job Etiquette
From Online to On the Job
Susanna Semerdzhyan
Should I Interrupt?
Susanna Semerdzhyan
Should I Wait for My Turn?
Veronica Roldan
Yaxian Wang
Bullying
Discourse Analysis: Topic Shift in
Chinese Conversations
Conference
TESOL 2014 International Convention and English
Language Expo
TESOL 2014 International Convention and English
Language Expo
LAWP Saturday Seminar Series
LACOE, Cal State L.A., and Asian Youth Center
Community Mental Wellness Conference
National Association for Bilingual Education
LAWP Saturday Seminar Series
TESOL 2014 International Convention and English
Language Expo
TESOL 2014 International Convention and English
Language Expo
LACOE, Cal State L.A., and Asian Youth Center
Community Mental Wellness Conference
TESOL 2014 International Convention and English
Language Expo
LACOE, Cal State L.A., and Asian Youth Center
Community Mental Wellness Conference
LAWP Saturday Seminar Series
TESOL 2014 International Convention and English
Language Expo
LAWP Saturday Seminar Series
LAWP Saturday Seminar Series
Annual Los Angeles Regional Conference of the
California Teachers of English to Speakers of Other
Language Association
TESOL 2014 International Convention and English
Language Expo
TESOL 2014 International Convention and English
Language Expo
TESOL 2014 International Convention and English
Language Expo
LACOE, Cal State L.A., and Asian Youth Center
Community Mental Wellness Conference
TESOL 2014 International Convention and English
Language Expo
Year of Achievement
31
Charter College of Education 2013-2014
Staff Highlights
2013-2014 SERVICE AWARDEES
During the 2013-2014 academic year, the following staff members were honored with service awards for their
dedicated years of service to the Charter College of Education and Cal State L.A.:
Staff
Office
Years of Service
Elizabeth Velasco
Division of Curriculum and Instruction
5
Esther Couttolenc
Dean’s Office
20
Karen VonLawn
Division of Applied and Advanced Studies in Education
15
Lauren Haramoto
Office for Student Services
15
Leslie Yamagishi
Associate Dean’s Office
5
2013-2014 NEW STAFF MEMBERS
The CCOE welcomed ten new staff members to its team during the 2013-2014 academic year.
32
Staff
Office
Position
Agustín Cervantes
Student Services Office and Credential
Advisement Center
Director
Amy Huang
Dean's Office
Administrative Support Coordinator
Cathy Morales
Division of Applied and Advanced
Studies in Education
Administrative Support Coordinator
Flora Wong
Dean's Office
Administrative Support Assistant
Jacob Garrison
Associate Dean's Office
Assessment Coordinator/Data Analyst
Jamin Butler
CalStateTEACH
Program Coordinator
Joanna Grey-Perez
Student Services Office and Credential
Advisement Center
Administrative Support Coordinator
Karina Ocegueda
CalStateTEACH
Credential Analyst
Lucia Smith-Menzies
Division of Special Education and
Counseling
Administrative Support Assistant
Mayra Alonzo
Division of Special Education and
Counseling
Administrative Support Assistant
Year of Achievement
Charter College of Education 2013-2014
Faculty Highlights
A. CCOE’s New Tenure-Track Faculty
During the 2013-2014 academic year, the CCOE welcomed two new tenure-track faculty members:
 Dr. Allison Mattheis is a professor in the Division of Applied and Advanced Studies in Education.
 Dr. Emily Hernandez is a professor in the Division of Special Education and Counseling.
B. 2013-2014 Promotions
The CCOE is proud to celebrate the fine accomplishments of its
eight faculty members who earned tenure in 2013-2014. These
outstanding achievements are both individual and universitywide successes as the CCOE strives to enhance its faculty
capacity to better serve its students and community.
C. 2013-2014 FERP Faculty
Eleven faculty members retired were
enrolled in the Faculty Early Retirement
Program (FERP) in 2013-2014.
Division
FERP Faculty
AASE
Chogollah Maroufi
AASE
Penelope Semrau
AASE
Simeon Slovacek
C&I
Andrea Maxie
Division
Faculty
Promotion
AASE
Manisha Javeri
Full Professor
C&I
Kimberly Persiani
Full Professor
C&I
Paula Arvedson
Full Professor
C&I
Carolyn Frank
EDSC
Cheryl Kamei-Hannan
Associate Professor
C&I
Judith Washburn
EDSC
Jennifer Symon
Full Professor
C&I
Robert Land
EDSC
Margaret Garcia
Full Professor
EDSC
Diane Klein
EDSC
George Hong
EDSC
Michele Wallace
Full Professor
EDSC
Marcel Soriano
EDSC
Sheri Atwater
Full Professor
EDSC
Nancy Hunt
D. Other Professional Awards and Achievements
Faculty
Organization
Description
George Hong
(EDSC)
Cal State L.A. & American
Psychological Association
Granted emeritus status in Spring 2014 and received the Distinguished
Contribution to International Family Psychology Award at the American
Psychological Association Convention.
Eunsook Hyun
(EDCI)
The Academy of
Transdisciplinary Learning
& Advanced Studies
Received the ATLAS Basarab Nicolescu Transdisciplinary Science and
Engineering Award in June 2014, in recognition of outstanding
achievement in transdisciplinary research or education.
Lois Weinberg
(EDSC)
Center for Juvenile Justice
Reform, Georgetown
University
Invited participant as an expert on the education of youth in foster care
and the juvenile delinquency systems to the national Crossover Youth
Research Roundtable in 2014.
Sharon Ulanoff
(C&I)
Bilingual Research Journal
Sherry Best
(EDSC)
Association of Pediatric
Hematology Oncology
Educational Specialists
Reappointed to the editorial board of the Bilingual Research Journal.
Received the 2014 Bridge Award from the Association of Pediatric
Hemotology Oncology Educational Specialists (APHOES) for her ongoing
education of teachers in the field of Physical and Health Impairments.
Year of Achievement
33
Charter College of Education 2013-2014
Faculty Publications
BOOKS
Brodwin, M. G., Siu, F. W., Howard, J., Brodwin, E. R., &
Du, A. T. (Eds.). (2014). Med ical, psychosocial, and
vocational aspects of disability (4th ed.). Athens, GA: Elliott and
Fitzpatrick.
Bush, L., Bush, E., Mitchell, K., A. Majadi, A., & Faraji, S.
(2013). The plan: A guide for women raising African American
boys from conception to college. Chicago: Third World Press.
Bush, L., Bush, E., Mitchell, K., A. Majadi, A., & Faraji, S.
(2013). The plan workbook: A guide for women raising African
American boys from conception to college. Chicago: Third World
Press.
Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (Eds.).
(2014). Teaching English as a second or foreign language (4th ed.).
Boston, MA: National Geographic Learning Heinle
Cengage.
Haager, D., Dimino, J., & Windmueller, M. (2014).
Interventions for reading success, second edition. Brookes
Publishing Company.
Hyun, E., Paslack, R. & Stolte, H., (Eds.) (2014).
Transdisciplinary Interfaces and Innovation in the Lifesciences.
New York: Peter Lang.
Kamhi-Stein, L. D. (Ed.) (2013). Narrating th e ir live s:
Examining English language teachers' professional identities
within the classroom. Ann Arbor, MI: The University of Michigan
Press.
Naimy, B. & Hogel, M. (Eds.). (2014). BASIC SPANISH f o r
Orientation and Mobility: A Phrase Book and Dictionary. New
York, NY: AFB Press.
Persiani, K., Alexander, B, and Springer, S. (2013). The
creative teacher, 2nd Edition. Chicago: McGraw Hill.
Persiani, K. (2014). The organized teacher’s guide to
multicultural children’s literature. Chicago: McGraw-Hill.
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M.
(2013). Behavior analysis for lasting change (3rd ed.). Sloan
Publishing: Cornwall-on-Hudson, NY.
Zetlin, A. & Weinberg, L. (2013). Placed at risk by the system:
The educational vulnerability of children and youth in foster
care. Hauppauge, NY: Nova Science Publishers, Inc.
34
Year of Achievement
BOOK CHAPTERS
Balfour, G. W., Brodwin, M. G., & Du, A. T. (2014).
Evaluating upper extremity function and impairment. In M.
G. Brodwin, F. W. Siu, J. Howard, E. R. Brodwin, & A. T. Du
(Eds.). (2014). Medical, psychosocial, and vocational aspects
of disability (4th ed., pp. 377-388). Athens, GA: Elliott and
Fitzpatrick.
Barreto, A. D., & Siu, F. W. (2014). Stroke. In M. G. Brodwin,
F. W. Siu, J. Howard, E. R. Brodwin, & A. T. Du (Eds.).
(2014). Medical, psychosocial, and vocational aspects of disability
(4th ed., pp. 169-180). Athens, GA: Elliott and Fitzpatrick.
Black, R. D., & Brodwin, M. G. (2014). Assistive technology
and universal design. In M. G. Brodwin, F. W. Siu, J.
Howard, E. R. Brodwin, & A. T. Du (Eds.). (2014). Medical,
psychosocial, and vocational aspects of disability (4th ed., pp. 389398). Athens, GA: Elliott and Fitzpatrick.
Brodwin, M. G. (2014). Diabetes and chronic kidney
disease. In M. G. Brodwin, F. W. Siu, J. Howard, E. R.
Brodwin, & A. T. Du (Eds.). (2014). Medical, psychosocial,
and vocational aspects of disability (4th ed., pp. 51-63). Athens,
GA: Elliott and Fitzpatrick.
Brodwin, M. G., & Brodwin, S. K. (2014). A case study
approach, rehabilitation intervention, and the medical
specialties. In M. G. Brodwin, F. W. Siu, J. Howard, E. R.
Brodwin, & A. T. Du (Eds.). (2014). Medical, psychosocial,
and vocational aspects of disability (4th ed., pp. 1-15). Athens,
GA: Elliott and Fitzpatrick.
Brodwin, M. G., & Orange, L. M. (2013). Attitudes toward
disability. In. J. D. Andrew & C. W. Faubion (Eds.),
Rehabilitation services: An introduction for the human services
professional (3rd ed., pp. 164-185). Linn Creek, MO: Aspen
Professional Services.
Castro-Atwater, S. A. (2014). Cultural Characteristics of
Mental Health Service Delivery. In Cousins, L., and Golsom,
J.G. Encycloped ia of Human Services and Diversity. New
York: Sage Publications.
Clawson, L. R., & Brodwin, M. G. (2014). Orthotics,
amputation, and prosthetics. In M. G. Brodwin, F. W. Siu, J.
Howard, E. R. Brodwin, & A. T. Du (Eds.). (2014). Medical,
psychosocial, and vocational aspects of disability (4th ed., pp. 353366). Athens, GA: Elliott and Fitzpatrick.
Haagar, D., Givner, C. C., & Brodwin, M. G. (2014).
Learning disabilities. In M. G. Brodwin, F. W. Siu, J. Howard,
E. R. Brodwin, & A. T. Du (Eds.). (2014). Medical,
psychosocial, and vocational aspects of disability (4th ed., pp. 317328). Athens, GA: Elliott and Fitzpatrick.
Charter College of Education 2013-2014
Hyun, E. (2013). Engineering transdisciplinarity in university
academic affairs: Challenges, dilemmas, and progress. In B.
Nicolescu, & A. Ertas (Eds.), Transd isciplinary Theory and
Practice, Chapter. 6, 89-105. ATLAS.
Hyun, E. (2014). Taking a transdisciplinary approach to the
life sciences. In E. Hyun, R. Paslack , & H. Stolte (Eds.),
Transdisciplinary Interfaces and Innovation in the Lifesciences
(pp.11-23). New York: Peter Lang.
Kamhi-Stein, L. D. (2013). Beyond individual stories and on
to the classroom: Pedagogical practices that draw on the
teachers' identities. In L. D. Kamhi-Stein (Ed.)., Narrating their
lives: Examining English language teachers' professional identities
within the classroom (pp. 106-122). Ann Arbor, MI: University of
Michigan.
Kamhi-Stein, L. D. (2013). From the language classroom to
the teacher preseparation classroom: Using narratives to
promote teacher reflection. In L. D. Kamhi-Stein (Ed.).,
Narrating their lives: Examining English language teachers'
professional identities within the classroom (pp. 123-130). Ann
Arbor, MI: University of Michigan.
Kamhi-Stein, L. D. (2013). Introduction. In L. D. Kamhi-Stein
(Ed.)., Narrating their lives: Exam ining English language
teachers' professional identities within the classroom (pp. 1-17).
Ann Arbor, MI: University of Michigan.
Kamhi-Stein, L. D. (2014). Nonnative English-speaking
professionals. In M. Celce-Murcia, M. A. Snow, & D. Brinton
(Eds.), Teaching English as a second or foreign language (pp.
586-600). Boston, MA: Heinle Cengage.
Kamhi-Stein, L. D. (2013). The sound of music to the sound
of silence and back: Language learning, teaching, and identity.
In L. D. Kamhi-Stein (Ed.)., Narrating their lives: Exam ining
English language teachers' professional identities within the
classroom (pp. 18-26). Ann Arbor, MI: University of Michigan.
Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R.
(2013). Positive behavior support: A framework for preventing
and responding to learning and behavior problems. In M.
Tankersley & B. Cook (Eds.), Research-based practices in special
education (127-140). Boston, MA: Pearson.
Lane, K. L., Menzies, H. M., Oakes, W. P., Zorigian, K., &
Germer, K. A. (2014). Professional development in EBD: What
is most effective in supporting teachers. In P. Garner, J.
Kauffman, & J. Elliott (Eds.), The SAGE hand book of
emotional and behavioural difficulties (2nd Edition) (pp. 251 – 293).
Thousand Oaks, CA: Sage.
Lane, K. L., Oakes, W. P., Menzies, H. M., & Germer, K. (2014).
Increasing instructional efficacy: A focus on teacher variables.
In S. G. Little & A. Akin-Little (Eds.), Acad emic assessm ent
and intervention (pp. 300-315). New York, NY: Routledge.
Lane, K. L., Oakes, W. P., Menzies, H. M., Harris, P. J. (2013).
Developing comprehensive, integrated, three-tiered models to
prevent and manage learning and behavior problems. In T.
Cole, H. Daniels, & J. Visser (Eds.), The Routled ge
international companion to emotional and behavioural difficulties
(pp. 177 – 183). NY, NY: Routledge.
Marshall, C., André-Bechely, L. & Midkiff, B. C. (2014).
Binders of women and the blinders of men: Feminism and the
politics of education. In Cooper, B., Fusarelli, L. & Cibulka, J.
(Eds). Handbook of Education Politics and Policy (2nd ed). New
York: Routledge.
Oakes, W. P., Lane, K. L., Magrane, A. E., Menzies, H. M., &
Wehby, J. (2013). Family environment as a predictor of
behavioral competencies in the early elementary years. In H.
Switzer & D. Foulke (Eds.), Kindergartens: teaching m ethod s,
expectations and current challenges (pp. 141 – 160). Hauppauge,
NY: Nova Publishers.
Payo, F., & Siu, F. W. (2014). Addictions and Related
Disorders. In M. G. Brodwin, F. W. Siu, J. Howard, E. R.
Brodwin, & A. T. Du (Eds.). (2014). Medical, psychosocial, and
vocational aspects of disability (4th ed., pp. 295-316). Athens, GA:
Elliott and Fitzpatrick.
Peterson, D. B. & Hong, G. (2014). Psychiatric diagnoses. In
M. G. Brodwin, F. W. Sui, J. Howard, E. R. Brodwin, A.T. Du
(Eds.), Medical, psychosocial, and vocational aspects of
disability (4th ed.) (p. 269-284). Athens, GA: Elliott &
Fitzpatrick, Inc.
Peterson, D. B., & VanVleet, T. (2014). Neurological
diagnoses. In M. G. Brodwin, F. W. Sui, J. Howard, E. R.
Brodwin, A.T. Du (Eds.), Med ical, psychosocial, and
vocational aspects of disability (4th ed.) (p. 193-204). Athens,
GA: Elliott & Fitzpatrick, Inc.
Siu, F. W., & Brodwin, E. R. (2014). Human Body Systems. In
M. G. Brodwin, F. W. Siu, J. Howard, E. R. Brodwin, & A. T.
Du (Eds.). (2014). Med ical, psychosocial, and vocational aspects of
disability (4th ed., pp. 17-36). Athens, GA: Elliott and Fitzpatrick.
Siu, F. W., & Brodwin, M. G. (2013). Abuse and neglect of
people with disabilities. In J. D. Andrew & C. W. Faubion
(Eds.), Rehabilitation services: An introd uction for the human
services professional (3rd ed., pp. 146-163). Linn Creek, MO:
Aspen Professional Services.
Siu, F. W. & Franco, J. H. (2014). Autism Spectrum Disorder.
In M. G. Brodwin, F. W. Siu, J. Howard, E. R. Brodwin, & A. T.
Du (Eds.). (2014). Med ical, psychosocial, and vocational
aspects of disability (4th ed., pp. 343-351). Athens, GA: Elliott and
Fitzpatrick.
Snow, M. A. (2013). Content-based language instruction and
content and language integrated learning. The Encycloped ia of
Applied Linguistics (pp. 693-712). Malden, MA: Blackwell.
Snow, M. A., & Katz, A. M. (2013). Assessing language and
content. In A. J. Kunnan (Ed.), The com panion to language
assessment (pp. 230-247). Malden, MA: Wiley-Blackwell.
Ulanoff, S. H. (2013). California’s implementation of
Proposition 227–Focus on teacher education. In G. McField.
(Ed.). The mised ucation of English learners: A tale of three states
and lessons to be learned. Charlotte, NC: Information Age.
Year of Achievement
35
Charter College of Education 2013-2014
RESEARCH ARTICLES & MONOGRAPHS
Arvedson, P. (2013). Language and math in early childhood
education: Implications for math instruction for children with
specific language impairment. International Journal of Early
Childhood Education, 20, 121-132.
Best, S. J. (2013). Past, present, and future perspectives in
physical, health, and multiple disabilities. Physical Disabilities:
Education and Related. Journal of the Council for Exceptional
Children, 32, 1-70.
Hayes, L. J., & Fryling, M. J. (2014) Motivation in behavior
analysis: A critique. The Psychological Record , 61, 339-347.
Holme, J.J., Finnigan, K.S., Orfield, M., Luce, T., Diem, S.L.,
Mattheis, A. & Hylton, N. (2014). Understanding regional
educational policy: A comparative analysis of Rochester, Omaha,
and Minneapolis’ inter-district arrangements. Ed ucational Policy.
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2014) Universal
Design for Instruction and Learning: A Pilot Study of Faculty
Instructional Methods and Attitudes Related to Students with
Disabilities in Higher Education. Exceptionality Ed ucation
International, 24, 48-64.
Javeri, M. (2014). Synergistic integration of educational
technology, peace and environmental studies for post-war
reconstruction-redevelopment in Africa. Journal of Training and
Development.
Bush, L., & Bush, E. (2013). God bless the child who got his own:
Toward a comprehensive theory for African American boys and
men. The Western Journal of Black Stud ies, 37(1), 1-13.
Kurata, E. T., & Brodwin, M. G. (2013). Business as unusual:
Employment practices and employees with disabilities. Ed ucation,
134(2), 240-243.
Bush, L., & Bush, E. (2013). Introducing African American male
theory (AAMT). Journal of African Am erican Males in Ed ucation,
4(1), 1-12.
Lane, K. L., Menzies, H. M., Ennis, R. P., & Bezdek, J. (2013).
Schoolwide systems to promote positive behaviors and facilitate
instruction. Journal of Curriculum and Instruction, 7, 6-31.
Castaneda, M. (2013). The people of Central America, and the
importance of recognizing them as distinct U.S. immigrants.
National Social Sciences Association Proceedings, 54(2).
Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A.
(2013). Working within the context of three-tiered models of
prevention: Using schoolwide data to identify high school
students for targeted supports. Jo urnal of Applied School
Psychology, 29, 203-229.
Castaneda, M., Batech, J., & Heyliger, W. (2013). Areas of crosscultural difference in the workplace. Journal of International
Education Research, 9(2), 41-45.
Castaneda, M., & Bateh, J. (2013). Strategies for multicultural
management: Communication and a common set of values.
Journal of International Education Research, 9(1), 41-45.
Castaneda, M., & Lew, L. (2013). The Latinization of the United
States: How the Latino population will change and re-enforce
mainstream American culture. National Social Science Association
Proceedings, 52(2).
Castro-Atwater, S. A. (2013). Establishing a SUCCESS-ful school
counseling program through university-community collaboration,
Journal of Instructional Psychology, 40(1).
Chen, P., & Dong, J. (2014). A case study: How collaborative PBL
affects learning of minority students in engineering courses at
senior level. Proceeding of American Society of Engineering
Education Annual Conference, Indianapolis, IL.
DeBernardis, G., Hayes, L. J., & Fryling, M. J. (2014). Perspectivetaking as a continuum. The Psychological Record , 64, 123-131.
Fryling, M. J. (2013) Philosophy, theory, and the practice of
applied behavior analysis. European Journal of Behavior Analysis,
14, 45-54.
Fryling, M. J. (2014). Contextual intervention for caregiver nonadherence with behavioral intervention plans. Child & Fam ily
Behavior Therapy, 36, 191-203.
Fryling, M. J., & Hayes, L. J. (2013). Observing our thoughts.
Proceedings of the Behaviorism at 100 Conference, 50-51.
Fryling, M. J., & Hayes, L. J. (2014). An interbehavioral
investigation of remembering interactions. The Psychological
Record, 64, 1-11.
Haager, D. & Vaughn, S. (2013). Common core standards and
students with learning disabilities: Special issue. Learning
Disabilities Research and Practice, 28(1), 1-4.
36
Haager, D. & Vaughn, S. (2013). The common core state
standards and reading: Interpretations and implications for
elementary students with learning disabilities: Special Issue.
Learning Disabilities Research and Practice, 28(1), 5-16.
Year of Achievement
Larios, R. & Zetlin, A., (2013). Parental involvement and
participation of monolingual and bilingual Latino families during
individual education program meetings. Journal of Ed ucation
Research, 6(3), 279-298.
Martinez, E. & Ulanoff, S. H. (2013). Latino parents and teachers:
Key players building neighborhood social capital. Teaching
Education, 24(2), 195-208.
Mattheis, A., Jensen, M., Ingram, D. and Jackson, J. (2014).
Examining high school anatomy and physiology teacher
experience in a university cadaver lab. International Journal of
Science and Mathematics Education, 1-25.
Mattheis, A. & Yoder, J.B. (2014). Queer in STEM: National
study overview and implications for higher education. NASPA
Excellence in Practice Knowledge Communities Publication.
McCormick, J. Hafner, A. & Saint-Germain, M. (2013). From high
school to college: Teachers and students assess the impact of an
expository course on college readiness. Journal of Ed ucational
Research and Practice, 3(1), 30-49.
Ricci, L.A. & Zetlin A.G. (2013). Interweaving teaching and
emotional support for novice special educators in alternative
certification programs. Journal of the National Association of
Alternative Certification, 8(2), 23-40.
Seubert, C., Fryling, M. J., Wallace, M. D., Jimenez, A., & Meier, A.
E. (2014). Antecedent interventions for childhood feeding
disorders. Journal of Applied Behavior Analysis, 47(2), 449-453.
Siu, F. W., Brodwin, M. G., Huang, I. C., Brodwin, E. R., & Kier,
C. (2014). International collaborative cross-cultural teaching
project: United States and Taiwan. Journal of Applied
Rehabilitation Counseling, 45(2), 39-45.
Slovacek, S.P., Whittinghill, J., Flenoury, L. & Lee, YL (2014).
The impact of graduate-level structured research programs on
degree attainment and doctoral study. Journal of Ed ucation and
Human Development, 3(1), 27-54.
Charter College of Education 2013-2014
Faculty Presentations
Faculty
Presentation Title
Presentation Description
Allison Mattheis
(AASE)
Leadership Lessons for Policy and Practice from
School District Diversity and Equity Directors
National Level: Presented at the Annual Convention of the
University Council on Educational Administration. Indianapolis,
IN, November 2013.
Allison Mattheis
(AASE)
Lessons for Educational Practice and Policy
from a National Survey of LGBTQ Individuals
in STEM.
National Level: Presented at Annual Meeting of the American
Educational Research Association. Philadelphia, PA, April 2014.
Allison Mattheis
(AASE)
School District Diversity and Equity
Leadership: A Statewide Case Study of
Integration Policy Enactment.
National Level: Presented at Annual Meeting of the American
Educational Research Association. Philadelphia, PA, April 2014.
Lia Kamhi-Stein
(AASE)
Academic Session of the Teacher Education
Interest Section, Evolving Identities, Evolving
Agenda
International Level: Teachers of English to Speakers of Other
Languages (TESOL) 2014, Portland, OR.
Lia Kamhi-Stein
(AASE)
Language Teachers Professional Identities and
Their Pedagogical Practices
Lia Kamhi-Stein
(AASE)
Participant, Coloquium titled "Making Waves:
Advocates for Equity in TESOL"
State Level: Paper presented at the annual state conference of the
California Teachers to Speakers of Other Languages (CATESOL),
October 2013, San Diego, CA.
State Level: Participant at the annual state conference of the California
Teachers to Speakers of Other Languages (CATESOL), October
2013, San Diego, CA.
Lois Andre-Bechely
(AASE)
Binders of Women and the Blinders of Men:
Feminist Critique of Education Policy
Education
National Level: Presented at the AERA Annual Meeting in 2014 in
Philadelphia with coauthors Catherine Marshall and Brooke
Midkiff from the University of North Carolina at Chapel Hill, NC.
Lois Andre-Bechely
(AASE)
Textual Analysis in Institutional Ethnography
National Level: Institutional Ethnography Workshop at annual meeting
of the Society for the Study of Social Problems. New York City,
August 2013.
Manisha Javeri
(AASE)
Educating for Informed Participation in the
Move Towards Environmental Sustainability.
National Level: M. Javeri, C. Johnston, I. Osisioma, E. Arias, & A.
Almarakshi. Presentation at the North American Association for
Environmental Education (NAAEE). Baltimore, MD, October 2013.
Pearl Chen
(AASE)
American Graduate Education: A Guide for
Asian International Students.
International Level: Invited lecturer at Chinese Culture University.
Taipei, Taiwan, July 2014.
Pearl Chen
(AASE)
Creating a Practice Field with Collaborative
Project-based Learning for Minority
Engineering Students: A Progress Report
International Level: Presented at the 2013 Annual International
Conference of Association of Science Education Taiwan.
Pearl Chen
(AASE)
Field Experiences as Legitimate Participation in
Instructional Design and Technology
International Level: Presented at the 2013 Annual International
Conference of Association of Science Education Taiwan.
Pearl Chen
(AASE)
Impact of Collaborative Project-Based Learning
on the Self-Efficacy of Urban Minority Students
in Engineering.
International Level: Dong, J., & Chen, P. (2014). Invited talk at the
Annual American Educational Research Association Meeting,
Philadelphia, PA.
Pearl Chen
(AASE)
Learning and Training in Complex
Enculturating Environments.
International Level: Presented at the 2013 Association for Educational
Communications and Technology (AECT) International
Convention, Anaheim, CA.
Anna Chee
(EDCI)
Supporting ELLs' Access to Academic
Language in Complex Texts
State Level: Presentation at the Summer institute for the California
Association for Asian and Pacific American Education in
Collaboration with Educating Hispanic Students and Preparing
Asian Bilingual Teachers Project at CSU Northridge.
Eunsook Hyun
(EDCI)
Transdisciplinary Approaches in University
Curriculum and Its Challenges
National Level: Invited Speech, International Visiting Scholar Academy,
University of Massachusetts, Boston, September 2013.
Eunsook Hyun
(EDCI)
What Curriculum IS and DOES:
Transdisciplinary Approach in Education.
State Level: Keynote Speech, CAPPAE/ABTEP Consortium Summer
Institute. Northridge, CA, August 2014.
Common Core Mathematics and ELD
Standards, A Successful Partnership
National Level: Presented at the California Association for Bilingual
Education meeting in Anaheim, CA in April 2014. This session
explores the connections between common core state standards in
mathematics and the teaching of English Learners.
Frederick Uy
(EDCI)
Year of Achievement
37
Charter College of Education 2013-2014
Parental and Family Involvement, A Key
Partner to Successful ELL Students
National Level: Presented for the National Association for Bilingual
Education in San Diego, CA in February 2014 about how to involve
and empower parents in the education of their children.
Mario Castaneda
(EDCI)
The Latinization of the United States: How the
Latino Population Will Change and Re-Enforce
Mainstream American Culture.
National Level: Presentation at the National Social Sciences Conference. Las
Vegas, NV, March 2013.
Mario Castaneda
(EDCI)
Who Are the People of Central America, and
Why Are So Many Living in the United
States?
National Level: Presentation at the National Social Sciences Conference.
New Orleans, LA, October 2013.
Paula Arvedson
(EDCI)
Young Meteorologist Program
State Level: A session at the California Science Teachers Association' s
California Science Education Conference, October 2013, for
elementary school teachers to help children understand severe
weather conditions, hazards, and appropriate responses.
Rebecca Joseph
(EDCI)
Communicating their stories: Strategies to
Help Students Write Powerful Application
Essays.
International Level: College application essay presentation at NACAC.
Toronto, Canada, September 2013.
Rebecca Joseph
(EDCI)
Transferring With A Plan
National Level: Presented a nationwide webinar for College Week Live about
planning for transferring on January 30th.
Sharon Ulanoff
(EDCI)
Instructed Heritage Language Speakers
International Level: Paper accepted for presentation at the Second
International Conference on Heritage/Community Languages, UCLA,
March 2014.
Sharon Ulanoff
(EDCI)
The Collective Narratives of Three EquityMinded Urban Literacy Teachers
National Level: Paper Presented at the Annual Meeting of the National
Council for Teachers of English. Boston, MA, November 2013.
Brenda Naimy
(EDSC)
AFB English/Spanish Manual for O&M
International Level: Co-presentation with M. Hogel at the 2013 AER
International Conference in New Orleans, addressing the need for
improved service provision in Orientation and Mobility for visually
impaired Spanish-speaking students.
Diane Haager
(EDSC)
Literacy Learning Cohorts as a Model of
Special Education Teacher Professional
Development
National Level: This study determines how to effectively provide ongoing
support to teachers following a traditional PD experience that would
result in both teacher and student growth.
Diane Haager
(EDSC)
Predicting Reading Outcomes for English
Language Learners from Early Assessment
Tools
National Level: Presents findings from a longitudinal study from
kindergarten through 2nd grade.
Jennifer Symon
(EDSC)
Incorporating Peers to Improve
Communication and Social Skills for Students
with Autism
State Level: Presented at the 6th Annual Pivotal Response Training
Conference. University of California, Santa Barbara. September, 2013.
Leila Ricci
(EDSC)
Developing Collaboration Skills of Teacher
Candidates in a Community Learning Center
Model
National Level: Presentation at the Hawaii International Conference on
Education. Honolulu, HI, January 2013 (with Dr. Andrea Zetlin).
Leila Ricci
(EDSC)
Focused Reading and Language Intervention
for English Language Learners at Risk for
Developing Reading Disabilities
National Level: Poster presented at the Pacific Rim International Conference
on Disability and Diversity. Honolulu, HI, May 2014.
Leila Ricci
(EDSC)
Teaching Reading to Children with Down
Syndrome: What Do Preservice Special
Educators Know and Need to Know?
National Level: Presentation at the Pacific Rim International Conference on
Disability and Diversity. Honolulu, HI, May 2014.
California Chapter of the National Association
for Multicultural Education Conference
State Level: Conference: Reclaiming Multicultural Education: Fighting Back,
Imagining, and Building Socially Just Worlds. Presentation: SchoolBased Family Counseling: A Multiculturally Sensitive Approach to
Promoting School Success.
J. R. Kantor's Psychological Linguistics
International Level: Conference presentation at the Association for Behavior
Analysis International Conference in Merida, Mexico.
Observation of Thoughts
International Level: Conference presentation at the Behaviorism at 100
conference in Parma, Italy. (Second author Linda Hayes).
Sheri Atwater
(EDSC)
Confronting Color-Blindness: Teachers, Race,
and Teachable Moments in the Classroom
State Level: Symposium chair and presenter at the Western Psychological
Association (WPA) Annual Conference, Portland, OR in April 2014.
Sheri Atwater
(EDSC)
How Can Special Education and 504 Plans
address the Educational Needs of Some
Children in Foster Care?
State Level: Addressed over 250 Los Angeles County Multidisciplinary
Assessment Team (MAT) assessors on how to navigate the school
system, advocate for the needs of foster care children, and obtain
information and direction in navigating the special education process.
Frederick Uy
(EDCI)
Michael Carter/
Emily Hernandez
(EDSC)
Mitch Fryling
(EDSC)
Mitch Fryling
(EDSC)
38
Year of Achievement
Charter College of Education 2013-2014
Faculty Community Engagements
Faculty
Community Engagement Description
Allison Mattheis (AASE)
Serves as the Cal State L.A. representative on the Marc and Eva Stern Math and Science School (Stern MASS)
community council.
Lia Kamhi-Stein (AASE)
Chair, ESL Advisory Committee, Mayflower Elementary School, Monrovia Unified School District.
Lia Kamhi-Stein (AASE)
Chair, Monrovia Unified School District, District Advisory (DAC)/District English Learner Advisory Committee
(DELAC) Committee, 2013-present.
Lia Kamhi-Stein (AASE)
Elected Chair of the District English Learner Advisory Committee for the Monrovia Unified School District, CA.
Lia Kamhi-Stein (AASE)
Evaluator, M.A. in English (Applied English Linguistics), Chinese University of Hong Kong.
Lia Kamhi-Stein (AASE)
Member, Editorial Board, The CATESOL Journal and manuscript reviewer for The Canadian Modern Language
Journal, Applied Linguistics, and TESOL Quarterly.
Lia Kamhi-Stein (AASE)
Member of the Fulbright English Teaching Assistantships in South America Committee. Fulbright-Hays
Program. United States Department of State.
Lia Kamhi-Stein (AASE)
Member, National Screening Committee of the Fulbright U.S. Student Program.
Simeon Slovacek (AASE)
Serves on the following charter school boards: The Accelerated Schools Board of Trustees (Vice President),
Inner City Education Foundation Board of Trustees (Secretary) and The School of Arts and Enterprise
(Secretary and Treasurer).
Anna Chee (EDCI)
Implements strategies that support English learners at Johh Liechty Middle School (Los Angeles Unified School
District) to help students achieve the objectives of the Common Core State Standards.
Darlene Michener (EDCI)
Coordinates the annual School District Fall Literacy Conference, where Cal State L.A. Graduate Reading
Program students present workshops for parents/classroom tutors to help them enhance K-5 children's reading
and writing skills.
Mario Castaneda (EDCI)
Keynote Speaker at Parent Conferences in Los Angeles Unified School District. Spoke to parents of two Middle
schools in Spanish to address what parents can do to help their children.
Paula Arvedson (EDCI)
NASA/JPL, Aerospace Corp, Boeing, MY SPACE Research Team Satellites & Education Conference XXVI, 2013.
This is the internationally recognized, premier conference for educators interested in using satellites and related
technologies as a vehicle for helping students understand the interrelationships among science, technology,
individuals, societies, and the environment.
Paula Arvedson (EDCI)
Serves on the Advisory Boards for the STEM Academy of Hollywood and the Los Angeles Urban Teacher
Residency Program.
Rebecca Joseph (EDCI)
Serves as the college readiness and college application essay expert for the Los Angeles Libraries.
Rebecca Joseph (EDCI)
Volunteers for Cal State L.A. Upward and for Cal State L.A. Boeing Day and presents on college access to help
under-represented students.
Robert Land (EDCI)
Coordinates the Young Writers' Camps/High School Writing Institute Grades 1-12, which has more than 350
participants.
Robert Land/Susan Kawell/
Coordinates the Summer Reading Camp, which has more than 130 participants.
Darlene Michener (EDCI)
Holly Menzies (EDSC)
CAPP Demonstration Partnership (CDP): Enhancing instruction that leads to student readiness for higher
education through full implementation of Common Core State Standards.
Sheri Atwater (EDSC)
Supervises Cal State L.A. graduate students enrolled in the School Psychology program as they conduct
counseling sessions with students for the El Sereno Elementary SUCCESS Coaching Program.
Sherwood Best (EDSC)
Coordinates the biennial conference for the California Association for Physical and Health Impairments
(CAPHI).
Year of Achievement
39
Charter College of Education 2013-2014
Contract and Grant Awards
CONTRACTS AND GRANTS: 2012-13 AND 2013-14
The CCOE faculty was collectively awarded over $12 million in grants during the 2013-2014 academic year.
Listed below are the names of the individual grants, along with their amounts and sources of the funds.
Division
AY 2012-2013
AY 2013-2014
Applied and Advanced Studies in Education
$ 99,098.00
$ 20,661.00
Curriculum and Instruction
$ 1,394,905.12
$ 6,628,102.11*
Special Education and Counseling
$ 9,664,730.83
$ 5,560,670.59
Total
$ 11,158,733.95
$ 12,209,433.70
*LAUTR moved from EDSC to C&I
FACULTY CONTRACT AND GRANT AWARDS
Principal Investigator:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Principal Investigator:
Project Title:
A.Dee Williams
Los Angeles Urban Teacher
Residency
10/1/2009 — 9/30/2014
U.S. Department of Education
$4,232,316
Award Amount:
Anna Osipova
Expedited Special Education
Specialist Credential Program
9/1/2012 — 3/31/2014
South Bay Workforce Investment
Board
$34,856
Principal Investigator:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Cheryl Kamei-Hannan
Braille Challenge App
10/1/2012 — 9/30/2017
U.S. Department of Education
$500,000
Principal Investigator:
Project Title:
Cheryl Kamei-Hannan
Combined Priority for Personnel
Development
9/1/2011 — 8/31/2014
U.S. Department of Education
$250,000
Project Period:
Funding Agency:
Project Period:
Funding Agency:
Award Amount:
Principal Investigator:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Principal Investigator:
Project Title:
Project Period:
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Award Amount:
Principal Investigator:
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Project Period:
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Award Amount:
Principal Investigator:
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Funding Agency:
Award Amount:
40
Year of Achievement
Cheryl Kamei-Hannan
Preparing Effective Transition
Teachers of Students with
Visual Impairments (P.E.T.T.)
9/1/2013 — 8/31/2014
San Francisco State University
$90,000
Diane L. Fazzi
Combined Priority for Personnel
Development
10/1/2012 — 9/30/2017
U.S. Department of Education
$250,000
Diane L. Fazzi
National Leadership Consortium
on Sensory Disabilities
8/1/2013 — 7/31/2014
Salus University
$80,172
Eunsook Hyun
Pre-College and Pre-Services Program
10/1/2013 — 6/30/2014
Los Angeles Unified School
District
$6,180
Charter College of Education 2013-2014
Principal Investigator:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Principal Investigators:
Project Title:
Project Period:
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Award Amount:
Principal Investigator:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Principal Investigators:
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Award Amount:
Principal Investigators:
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Award Amount:
Principal Investigators:
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Award Amount:
Principal Investigators:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Frances Siu
Project Choice: CSULA HIV
and Substance Abuse
Prevention
9/30/2013 — 9/29/2016
Department of Health and Human
Services
$900,000
Frederick Uy
Student Mental Health Initiative
(SMHI) Suicide Prevention
Training Curriculum and
Instructional Services
2/1/2013 — 6/30/2014
L.A. County Office of Education
$71,500
Gay Yuen
Phase II: Model Community
College Transfer Program for
Future Mathematics and
Science Teachers
9/1/2011 — 3/31/2014
CSU East Bay
$61,116
Holly Menzies
California Reading and
Literature Project– CSMP
7/1/2011 — 6/30/2014
The Regents of the University of
California
$58,139
Holly Menzies
California Reading and
Literature Project– NCLB10
7/1/2013 — 6/30/2014
The Regents of the University
of California
$45,917
Holly Menzies
Contracted Services for Middle
School Expository Reading and
Writing Course for Bonita Unified
School District
12/12/2013 — 6/30/2014
Bonita Unified School District
$8,750
Holly Menzies
CRLP Income
9/1/2009 — 6/30/2014
Various Approved School
District Contracts with CRLP
$180,764
Principal Investigators:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Principal Investigators:
Project Title:
Jennifer Symon
Collaboration of Autism
Specialists Training (COAST) Project
7/1/2009 — 6/30/2014
U.S. Department of Education
$600,000
Project Period:
Funding Agency:
Award Amount:
Lois Weinberg
Leadership in Special
Education for High Need
Children in Poverty Schools
(Project LEAD)
9/1/2012 — 8/31/2017
U.S. Department of Education
$250,000
Principal Investigators:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Lois Weinberg
Project S-PLUS
9/1/2009 — 8/31/2014
U.S. Department of Education
$600,000
Principal Investigators:
Project Title:
Paula Arvedson
NOAA- Cooperative Remote
Sensing Science and
Technology Center
9/1/2011 — 8/31/2014
Research Foundation of the
City University of New York
(NOAA/DOC)
$232,772
Project Period:
Funding Agency:
Award Amount:
Principal Investigator:
Project Title:
Project Period:
Funding Agency:
Award Amount:
Principal Investigator:
Project Title:
Project Period:
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Award Amount:
Principal Investigator:
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Award Amount:
Robert Land
Common Core Based
Professional Development in
Argumentative Writing, Grade
9-12
8/16/2013 — 6/30/2014
Alhambra Unified School District
$8,000
Robert Land
Innovation Validation Grant
1/1/2014 — 6/30/2018
UC Irvine (U.S. Department of
Education)
$1,630,785
Robert Land
Supporting Effective Education
Development
10/1/2013 — 9/30/2014
National Writing Project
$20,000
Year of Achievement
41
Charter College of Education 2013-2014
CCOE’s First, Best, and Only Programs
B.A. in Urban Learning
Program
The Urban Learning (ULRN) Program is a one of a kind program in the United States (other similar
programs in the nation exist at the post-baccalaureate level). ULRN is a blended (elementary subject
matter) undergraduate major for students wishing to earn a bachelor’s degree and teaching
credential concurrently, and to be prepared to teach in diverse schools within an urban community.
B.S. in Rehabilitation
Services
Cal State L.A. is the only university in California that offers an undergraduate major in
Rehabilitation Services. The B.S. in Rehabilitation Services (RHBS) started in 1965.
M.A. in Creative
Literacy and Literature
program
The Creative Literacy and Literature Program intermixes art and education in a graduate-level
program and is the only program of its kind offered from a College of Education in the west coast.
M.A. in Research and
Evaluation
The M.A. in Research and Evaluation program is the only M.A. program offered by a CSU in
research and evaluation in the Los Angeles basin.
M.S. in Applied
Behavior Analysis
(ABA) Counseling
program
The ABA Counseling Program offers the only Behavior Analyst Certification Board approved
Intensive Practicum in California and—quite possibly—the United States. Most approved
programs offer only the coursework, and those that offer fieldwork offer the practicum. This
program offers the Intensive Practicum and enables students to receive twice the number of credits
as they work toward completing their 1500-hour certification requirement.
M.A. Orientation &
Mobility Program
The Orientation & Mobility Program is one of two programs to exist in California and one of sixteen
to exist in the country.
M.S. in School-Based
Family Counseling
program
The School-Based Family Counseling Program exists only in California and is one of the few
present in the United States. Its uniqueness stems from the combination of training as marriage and
family therapists and school counselors for their work in mental health and family systems.
Postsecondary Reading
Certificate Program
The Postsecondary Reading Certificate Program is a community college reading instructor
certificate and is one of only three programs in available in California.
Storytelling Certificate
program
The Storytelling Certificate Program is the only program of its kind offered in the West Coast and is
one of the few offered in the nation from a College of Education.
Los Angeles Urban
Teacher Residency
Program
The Los Angeles Urban Teacher Residency (LAUTR) Program is an intensive program that leads to
earning a teaching credential and master’s degree at Cal State L.A. Designed to equip future Math
and Science teachers to close achievement gaps in high-need urban schools, this 14-month graduatelevel program offers an opportunity for teacher residents to work alongside outstanding mentor
teachers for an entire school year. Also, it is a nationally recognized program funded by federal
DOC.
Ed.D. Program in
Educational
Leadership
Joint Doctoral Ph.D.
Program in Special
Education
Recently (Summer 2014), the Ed.D. program ranked No. 1 in the country, based solely on ratings
and reviews from current or recent graduate student postings on GraduatePrograms.com.*
Started in 1964, the Joint Doctoral Ph.D. Program in Special Education is currently one of two
programs available in California.
* The CCOE’s graduate programs in Counselor Education, Elementary Education, and Special Education were also ranked among the top 25.
42
Year of Achievement
CCOE Family
Charter College of Education, Dean’s Office
California State University, Los Angeles
5151 State University Drive
Los Angeles, CA 90032-8140
RETURN SERVICE REQUESTED
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Charter College of Education News
5
th Annual Distinguished Educators Award Dinner
Friday, November 14, 2014 at Cal State L.A.’s Golden Eagle Ballrooms
Silent Auction begins at 5:00 p.m., followed by dinner at 6:00 p.m.
The annual Distinguished Educators Award Dinner recognizes the professional achievements of
highly accomplished educational leaders in the local community. All proceeds from this event will
provide Friends of the Charter College of Education scholarships for students and professional
development funds for faculty. The Friends invite you to join them at this year’s Distinguished
Educators Award Dinner as they celebrate the 25th anniversary of this historical event.
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